Objective: The purpose of predatory open access (OA) journals is primarily to make a profit rather than to disseminate quality, peer-reviewed research. Publishing in these journals could negatively impact faculty reputation, promotion, and tenure, yet many still choose to do so. Therefore, the authors investigated faculty knowledge and attitudes regarding predatory OA journals.Methods: A twenty-item questionnaire containing both quantitative and qualitative items was developed and piloted. All university and medical school faculty were invited to participate. The survey included knowledge questions that assessed respondents’ ability to identify predatory OA journals and attitudinal questions about such journals. Chi-square tests were used to detect differences between university and medical faculty.Results: A total of 183 faculty completed the survey: 63% were university and 37% were medical faculty. Nearly one-quarter (23%) had not previously heard of the term “predatory OA journal.” Most (87%) reported feeling very confident or confident in their ability to assess journal quality, but only 60% correctly identified a journal as predatory, when given a journal in their field to assess. Chi-square tests revealed that university faculty were more likely to correctly identify a predatory OA journal (p=0.0006) and have higher self-reported confidence in assessing journal quality, compared with medical faculty (p=0.0391).Conclusions: Survey results show that faculty recognize predatory OA journals as a problem. These attitudes plus the knowledge gaps identified in this study will be used to develop targeted educational interventions for faculty in all disciplines at our university.

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Background: Public libraries serve as community centers for accessing free, trustworthy health information. As such, they provide an ideal setting to teach the local community about health and health literacy, particularly during public health crises like the COVID-19 pandemic. Since 2018, an outreach partnership between an academic medical library and public library has developed, delivered, and continuously evaluated a health education program targeting public library users. Case Presentation: Health education activities were integrated into three existing public library programs: adult workshops, child and family programming, and circulating family activity kits. Prior to COVID-19, events were held at the public library, which then pivoted online during the pandemic. An interprofessional team approach combined the expertise of academic medical and public librarians, medical school faculty and staff, and medical students in developing the educational programs. Twelve in-person and five virtual programs were offered, and five circulating health education family kits were launched. Activities were assessed using program evaluation surveys of the adult and children’s programs and circulation statistics of the kits. Conclusions: This case report showcases the lessons learned from implementing a longitudinal outreach partnership between an academic medical library and public library before and during the COVID-19 pandemic. The interprofessional team approach and flexibility in program design and delivery in both the in-person and virtual environments proved critical to the success of the partnership. This partnership could serve as a model for other libraries interested in pursuing interprofessional collaborations in educating local communities on healthy behavior and health information–seeking practices.

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Increasingly, the goal of medical training is to cultivate a well‐rounded professional with skills in both technical and humanistic realms. Toward this end, Oakland University William Beaumont School of Medicine (OUWB) faculty members have joined with colleagues at Oakland University (OU) for an interprofessional activity, which is part of our Neuroscience course. The learning experience involves a: Neuroanatomist, Medical Ethicist, Primary Care physician and Cinema Studies faculty at OU. The goal is to explore scientific, clinical, moral and aesthetic aspects of stroke by screening and discussing the film “The Diving Bell and the Butterfly”. Second year OUWB medical students and OU undergraduates in the Neurology Club, began with a reading assignment on “locked in syndrome”. Subsequently, the film was screened, then followed by a discussion with participants. This contextual, integrative learning has benefits for students, including: improved understanding of pathophysiological mechanisms and the moral dimensions of medicine and increased motivation and satisfaction; benefits for participating faculty include enhanced reflection on the moral, ethical and cultural aspects of medical practice, while liberal arts faculty gain exposure to the scientific basis of neural damage. The effectiveness of the activity was evaluated through participant assessment captured using an exit survey.