Background Although blacks experience worse outcomes after treatment for squamous cell carcinoma of the head and neck (HNSCC), these conclusions were based on populations where blacks comprised a minority of patients. Here, we determined the impact of race on outcomes in HNSCC patients treated with radiotherapy at an institution where blacks comprise the majority of patients. Methods We performed a retrospective cohort study by reviewing 366 black and 236 white patients with non-metastatic HNSCC treated with radiotherapy between 1990 and 2012. The primary study outcome measurements were locoregional control, freedom from distant metastasis, progression-free survival, and overall survival. Results Median follow-up was 18.3 months for all patients. The 2-year locoregional control was 71.9% for blacks compared to 64.2% for whites (HR 0.72; P = .03). There was no difference between blacks and whites regarding 2-year freedom from distant metastasis, progression-free survival, and overall survival. For Stage III–IVB patients, blacks had similar outcomes as white patients. On multivariate analysis, race was not statistically significant for locoregional control, freedom from distant metastasis, progression free survival or overall survival. Despite these similar outcomes, black patients had worse socioeconomic factors as well as increased comorbidities but similar treatment compliance. Conclusions With more adverse prognostic factors, black patients experienced similar oncologic outcomes as white patients after radiotherapy for HNSCC. Our data suggests that centers treating large percentages of minority patients with radiotherapy for HNSCCs may overcome existing healthcare disparities through improved treatment compliance.

This research investigated the impact of implementing an asynchronous online academic integrity workshop at the University of South Alabama. The workshop featured interactive modules designed to teach students about ethical conduct, impart study skills correlated with academic integrity, and provide instruction on integrating and citing sources. Quantitative and qualitative data were collected through a pretest and posttest and an open-ended survey. Quantitative analysis indicated statistically significant improvements in scores among the 1,312 participants. Qualitative feedback revealed that students became more aware of the expectations of higher education, including the fact that scholarship is a conversation. These positive results correlate with prior research concerning academic integrity workshops. While previous studies explore particular acts of academic misconduct, especially plagiarism, this study demonstrates how collaboration between a university's library and writing centre can familiarise students with both the practical aspects of academic integrity and the expectations of college coursework and academic culture.