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Rethinking Systematic Review Assignment Design in Graduate Health Science Education from Librarians\u27 Perspectives
Get PDFBackground: This article examines the problematic phenomenon of faculty assigning graduate health science students systematic reviews as semester-based assignments while expecting a health science librarian to be a willing support system for those students. Despite published conduct and reporting guidelines establishing that systematic reviews require a team, time, and methodological expertise, some faculty still turn to full systematic review assignments in the classroom. The authors propose applying cognitive load theory and chunking the systematic review process into manageable steps, allowing both faculty and students to better understand the required methodologies and to enhance educational outcomes.
Experience: The authors have often been invited to visit classes where faculty have required students to complete a full systematic review. These assignments often result in frustration among faculty, librarians, and students stemming from the faculty’s limited experience with the methodology and students feeling overwhelmed by the process. While the authors’ experiences with suggesting the adaptable assignments to faculty is limited at the time of this publication, it is the hope of the authors that by sharing these concepts with other health science librarians, the trend of adapting more appropriate review assignments will expand.
Discussion: Through applying cognitive load theory and chunking principles to simplify the systematic review process, the authors propose approaches to systematic review research methods that can improve the educational process, ameliorate faculty workload, and enhance student learning outcomes. As a result, students will be more prepared in future research endeavors. Challenges include faculty adoption and acceptance of different approaches to systematic review assignments, and a further burden on the librarians who support these types of assignments.
Takeaways: The authors aim to raise faculty awareness of proper systematic review methodologies by offering alternative assignments that enhance student learning outcomes and alleviate the librarian\u27s teaching burden. Initial attempts to promote these adaptations have shown promise, with some faculty successfully revising their syllabi and capstone projects to align with the suggested modifications. Future research will include webinars for faculty on systematic review methodologies, followed by ongoing evaluations of how these modifications impact the health science curriculum
Rethinking Social Work Licensure: Test-Taker Perspectives on Fairness, Relevance, and Reform
No full textThe purpose of this study is to provide insight into the experiences of social workers who have taken an Association of Social Work Boards (ASWB) licensing exam, while exploring the exam’s impact on individuals and offering recommendations for reform. The ASWB exams have faced criticism due to disparities in pass rates, raising concerns about potential bias that disproportionately affects people of color and underrepresented groups. Using a mixed-methods survey distributed via the National Association of Social Workers (NASW) Community Board and the Baccalaureate Program Directors (BPD) listserv, both demographic data and qualitative feedback were collected from 76 social work professionals. Thematic analysis of the responses revealed five key themes: alternative assessment methods, the need for anti-racism, diversity, equity, and inclusion (ADEI) integration in the exams, calls for exam elimination, alignment with Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS), and content relevance to practical skills. The results indicate a need for the ASWB exams to evolve in response to the diverse requirements of social work practice, ensuring the exam protects the public while doing so equitably. This study underscores the importance of revising the licensing process to better align with the values of the profession and the realities of social work practice
Voices from the Field: Introducing Dr. Undraa Maamuujav from Butler University
No full text“Voices from the Field” is a feature article in INTESOL Journal, the aim of which is to introduce newcomers and new projects to the affiliates and members of INTESOL and to document what is happening “on the ground” in response to challenges and changing conditions. In Fall 2024 Dr. Undraa Maamuujav joined the faculty of the College of Education at Butler University. This feature article will provide an introduction to this newcomer to the INTESOL community. 
Envisioning Survivor-Centered Anti-Violence Spiritual Care
No full textOf all the violence I continue to survive, spiritual abuse from my family broke me the most. And of all the spiritual violence I continue to survive, the interpersonal dynamics of political violence cause me the greatest psychosocial injury. In this deeply personal reflection, I offer a glimpse into my experiences of spiritual violence as a Muslim survivor of gender-based violence and my preliminary visions of what survivor-centered spiritual care can look like.I draw on my decade-long experience advocating for women’s and girls’ rights in various settings: non-profit, government, grassroots organizing, research, and political movement; and on various issues: child/forced marriage, domestic and gender-based violence (GBV), and human trafficking. I further illustrate my analysis with ethnographic interviews I conducted in Brooklyn, NYC of Bangladeshi Muslim marriage practices and the development of participants’ decision-making capacity over time.1 Almost all the participants are people I grew up with and my relationships with them illuminate the communal dimension of spiritual violence.2 I end the article reflecting on my limited experiences with chaplaincy and how it has both further exacerbated the violence I experience and offered me unprecedented pathways to healing
From Feedback to Framework: The Development of MEC’s Chaplaincy Endorsement Rubric
No full textThe Muslim Endorsement Council, Inc. (MEC) is committed to ensuring that Muslimchaplains are both religiously and professionally qualified to serve in different settings asrepresentatives of the diverse American Musim community. As lay-leader1 representativesof the faith, chaplains must be both well-versed in Islamic teachings and equipped with thenecessary pastoral skills to function in various private and public institutional andcommunity settings. Our endorsement process evaluates candidates across five corecompetency standards. This introduction provides an overview of the rubric that MECdeveloped to evaluate candidates for endorsement across the standards, its utilization in theendorsement process, and a summary of each section within the spreadsheet thatencapsulates this rubric