Journal of Allied Health最新文献

{"title":"Improving Interdisciplinary Skills Training for Flexible Endoscopic Evaluation of Swallowing (FEES).","authors":"Susan M Pattay","doi":"10.21091/jah.2026.01013","DOIUrl":"https://doi.org/10.21091/jah.2026.01013","url":null,"abstract":"<p><p>The American Speech-Language Hearing Association (ASHA) added fiberoptic endoscopic evaluation of swallowing (FEES) to the scope of practice for speech-language pathologists (SLPs) in 2001. In January 2021, ASHA created a revisional tutorial on clinical competency training for FEES. However, a national training protocol for FEES practice still does not yet exist. There is limited literature about SLPs and their attitudes regarding any specific training for FEES or learning opportunities for FEES, particularly any conducted with mentorship in communities of practice, often used by physicians in endoscopic training. SLPs may benefit from reviewing the training models in place within physician learning communities to transfer to SLP practice, just as the SLP profession has borrowed the direct and hands-on endoscopic skills for FEES from physician practices.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 1","pages":"135-140"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147390921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Student Debt on the Personal and Professional Lives of Certified Athletic Trainers.","authors":"Gianluca Del Rossi, Brian Hatzel","doi":"10.21091/jah.2026.01020","DOIUrl":"https://doi.org/10.21091/jah.2026.01020","url":null,"abstract":"<p><strong>Context: </strong>Borrowers with considerable student debt may experience pronounced financial constraints that can potentially impact their ability to achieve desired personal and professional goals following transition to practice. The objective of this study was to identify and examine the personal and professional impacts, if any, that student debt may have on certified athletic trainers.</p><p><strong>Methods: </strong>A validated, online web-based survey was disseminated to a convenience sample of 18,689 athletic trainers who were members of the National Athletic Trainers' Association (NATA). Likert scale and yes/no questions were used to determine whether student debt impacted the career choices, financial health, attainment of life milestones, career satisfaction, perceived quality of life, and self-reported stress/anxiety levels of certified athletic trainers. The response rate for the survey was 12.2%.</p><p><strong>Results: </strong>Student debt impacts the practice setting athletic trainers choose to enter, where they choose to live and work, and which job they eventually accept. Also, the financial strain that comes from having significant monthly repayment obligations is a source of stress/anxiety for a majority of athletic trainers who completed the study and associated with self-reported decreased quality of life. Additionally, the financial uncertainty that accompanies student debt burden has personal repercussions, as a significant number of athletic trainers indicated that their debt load had resulted in the deferment or abandonment of at least one of life's important milestones.</p><p><strong>Conclusions: </strong>Student debt can affect an individual's ability to thrive both personally and professionally following transition to practice. More research is needed to enhance our understanding of the interactions between student debt and the personal and professional lives of athletic trainers so that proactive steps can be taken to mitigate the effects of student debt.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 1","pages":"109-120"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147390893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ongoing Changes in the Publications Domain.","authors":"Thomas W Elwood","doi":"10.21091/jah.2026.01023","DOIUrl":"https://doi.org/10.21091/jah.2026.01023","url":null,"abstract":"<p><p>An announcement was made in February 2026 that the Journal of Allied Health (JAH), the official scholarly publication of the Association of Schools Advancing Health Professions (ASAHP), seeks a new Editor-in-Chief. The change is one of many significant modifications that have occurred since this publication came into existence in 1972. This Editorial also discusses two additional items of relevance to current scientific publishing: the use of artificial intelligence (AI) in the peer review process, where it has been reported that over 50% of researchers are using AI in their reviews, and the quality of peer review in prediction models in oncology and efforts at improvement through reviewer training, standardized checklists, and reforms to align peer review with the complexity of prediction models.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147390967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Marketing Online Programs in Health Professions: Strategies, Challenges, and Opportunities.","authors":"Lawrence W Judge, Matt Moore","doi":"10.21091/jah.2026.01012","DOIUrl":"https://doi.org/10.21091/jah.2026.01012","url":null,"abstract":"<p><p>The growing demand for flexible, accessible online education in health professions is driven by evolving learner needs, workforce shortages, and professional development requirements. Fields like nursing, public health, athletic coaching education, dietetics, and social work are particularly well-suited for online and hybrid formats due to their adaptability. However, effectively marketing these programs requires overcoming challenges such as differentiation in a competitive market, limited systemic incentives (e.g., licensure pathways), and barriers faced by non-traditional learners, including economic, technological, and time constraints. This paper, using a literature review, examines evidence-based strategies for promoting online health professions programs, focusing on the role of targeted marketing, innovative digital tools, and strategic partnerships to enhance program visibility. Key strategies discussed include Search Engine Optimization (SEO), pay-per-click marketing, social media campaigns, competitive pricing, and optimized student journey creation. These elements help determine student acquisition costs and improve conversion rates. The paper also addresses systemic barriers to enrollment and highlights the importance of advanced pedagogical practices for learner engagement and retention. Offering strategic insights based on comprehensive research, this paper provides actionable recommendations to foster the growth and success of online health education programs, meeting workforce needs and enhancing public health outcomes.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 1","pages":"127-133"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147391031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Staying the Course: Assessing Grit in Online Degree Advancement Students in Respiratory Care.","authors":"Kristen L McHenry, Thomas J Wing, Laura Bond","doi":"10.21091/jah.2026.01006","DOIUrl":"10.21091/jah.2026.01006","url":null,"abstract":"<p><strong>Aims: </strong>Grit, the combination of passion and perseverance, is a non-cognitive predictor of success, including academic achievement. Being \"gritty\" has the potential to impact student retention in online degree programs and satisfaction with distance learning. Grit can lead to a more self-regulated, disciplined learner and increase their engagement in the classroom. This study aimed to assess the grit level of online degree advancement students in Respiratory Care after acceptance into their respective programs.</p><p><strong>Methods: </strong>The study was quantitative and survey-based, using the 10-item Grit Scale. Participants were undergraduate (B.S.) and postgraduate (M.S.) students in Respiratory Care at one mid-sized Western higher education institution. Survey data were collected beginning in the Fall of 2022 through the Spring of 2023, and graduation was tracked through the Summer of 2024.</p><p><strong>Results: </strong>Forty-five participants responded to the survey (31% response rate). The overall grit score for participants was 3.8 out of 5, reflecting moderate levels of grittiness. The perseverance of effort (PE) domain was consistently higher for both groups of students than the consistency of interest (CI) domain. Postgraduate students reported higher levels of grit due to the consistency of interest or passion than did undergraduate students. Grittier students tended to graduate on time or within the expected program timeframe.</p><p><strong>Conclusions: </strong>Online degree advancement students in Respiratory Care reported being hardworking, diligent, and resilient in their studies. Those who demonstrate elevated levels of grit may be more successful in their academic and career pursuits.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 1","pages":"49-54"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147391057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing ECG Competency for Physician Assistants: An Assessment of Structure and Modality.","authors":"Jeanetta Yuan","doi":"10.21091/jah.2026.01019","DOIUrl":"https://doi.org/10.21091/jah.2026.01019","url":null,"abstract":"<p><p>Electrocardiogram (ECG) interpretation is a critical skill for physician assistants (PAs), yet numerous studies have identified persistent gaps in ECG competency across all levels of medical training. This mixed-methods study evaluated the impact of implementing a structured and focus ECG training session within the PA curriculum prior to the clinical phase. The study included two cohorts (n=54) who received varied formats and timing of ECG instructions. Cohort I (n=27) participated in virtual synchronous lectures during the final didactic semester, while Cohort II attended in-person lectures earlier in the curriculum. Quantitative outcomes were measured through pre- and post-lecture quizzes, while qualitative data were collected via student surveys and preceptor feedback. Results indicated that Cohort II demonstrated some improvements in test scores and received higher preceptor ratings for clinical ECG performance, suggesting that earlier, in-person, and structured instruction may enhance skill acquisition. Students favored systematic teaching methods and expressed a preference for additional educational resources beyond textbooks. Incorporating focused and structured in-person ECG training in the PA curriculum may contribute to better preparedness and improved patient care outcomes.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 1","pages":"103-108"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147390825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Testing the Test: Examining Students' Perceptions on Commercial Practice Exams for National Physical Therapy Examination Preparedness.","authors":"Rudri Purohit, Rahul Shah, Bhupinder Singh","doi":"10.21091/jah.2026.01018","DOIUrl":"10.21091/jah.2026.01018","url":null,"abstract":"<p><strong>Aims: </strong>Passing the National Physical Therapy Examination (NPTE) is required to practice physical therapy in the United States. A commonly used resource is the Practice Exam and Assessment Tool (PEAT) developed by the Federation of State Boards of Physical Therapy, which is shown to be strongly correlated with NPTE outcomes. Despite recent changes in exam format and the growth of practice exam options, no study has evaluated their effectiveness. Thus, we examined students' perceptions of the 2024 NPTE, practice exams, and coaching programs.</p><p><strong>Methods: </strong>After taking the 2024 NPTE and before receiving results, 540 students completed a survey that included questions regarding NPTE content and difficulty, predictive accuracy, and preferences for commercial practice exams and coaching programs.</p><p><strong>Results: </strong>61.1% of students felt uncertain about passing, and 49.4% perceived the NPTE as somewhat accurately assessing clinical readiness. The musculoskeletal and cardiopulmonary systems were perceived as most challenging, whereas the neuromuscular system was considered easiest. 61.3% preferred PEAT, followed by NPTE Final Frontier (57.9%) and Scorebuilders (5.5%). 82.4% students participated in a coaching program and rated it highly.</p><p><strong>Conclusion: </strong>Students rated PEAT highest in preference and alignment with the NPTE and found coaching programs helpful, despite the majority feeling unsure about passing. While perceptions of the NPTE were positive, feedback on content and clinical readiness signals the need for extensive research. Our findings represent a novel contribution to the field and offer foundational groundwork for educators seeking to refine preparatory tools and exam alignment to match evolving educational demands and clinical practice.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 1","pages":"93-101"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147391054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Non-Academic Predictors of Academic Performance Throughout a Physical Therapist Education Program.","authors":"Kelly Reynolds, Maggie Horn, Karen Huhn, Steven George","doi":"10.21091/jah.2026.01003","DOIUrl":"https://doi.org/10.21091/jah.2026.01003","url":null,"abstract":"<p><strong>Aims: </strong>Holistic admissions examine a broad range of academic and non-academic applicant factors to determine how an individual will contribute to the learning environment and their potential for success. Prior academic performance is an established indicator of future performance, but less is known about non-academic metrics such as sociodemographic factors and personal attributes, some of which could be considered in holistic admissions practices. This study explored how personal and sociodemographic attributes (age, sex, diversity characteristics) impact academic performance throughout a physical therapist (PT) education program.</p><p><strong>Subjects: </strong>Three cohorts of first-year Doctor of Physical Therapy (DPT) students at a single institution were invited to participate.</p><p><strong>Methods: </strong>In this prospective, observational cohort study, first-year DPT students completed 6 surveys: PROMIS® General Self-efficacy, PROMIS® Anxiety, 12-item Grit Scale, Perceived Stress Scale-10 (PSS-10), Brief Resilience Scale (BRS), and PROMIS® Positive Affect. Investigators used a 3-step hierarchical regression to determine if these personal attributes, along with age, sex, and diversity characteristics, were predictors of first-semester grade point average (GPA), program GPA, and Practice Exam and Assessment Tool (PEAT) scores.</p><p><strong>Results: </strong>145 students participated (80.7% female, 51% zero diversity characteristics). Age and diversity characteristics were negative predictors in models for first-semester and program GPA (R2=0.22, p<0.001; R2=0.22, p<0.01, respectively). Personal attributes did not contribute additional variance to GPA nor PEAT scores.</p><p><strong>Conclusion: </strong>Of the variables studied, age and diversity characteristics can be useful for predicting GPA, but not PEAT scores. Older and more diverse DPT students have poorer academic outcomes in the didactic phase of their education. Personal attributes can be incorporated into holistic admissions; however, they may not be useful as indicators of academic performance.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 1","pages":"21-31"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147390987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Changes in Attainment of Interprofessional Competencies Following Health Screenings of Individuals Who Are Unhoused in an Urban Setting: A Pilot Study.","authors":"Laurie Neely, Cherokee Layson-Wolf, Linda Horn","doi":"10.21091/jah.2026.01021","DOIUrl":"https://doi.org/10.21091/jah.2026.01021","url":null,"abstract":"<p><p>Healthcare students must be prepared to work with vulnerable populations. Because of the complexity of these individuals, an interprofessional approach is crucial. The purpose of this pilot study was to evaluate the effectiveness of an interprofessional service-learning experience on students' self-reported attainment of the Interprofessional Education Collaborative (IPEC) core competencies. Thirteen students (physical therapy and pharmacy) participated in the experience and completed the full pre and post Interprofessional Collaborative Competencies Attainment Scale (ICCAS). After participating in the experience, students showed a statistically significant improvement in 17 of the 20 items on the ICCAS. Of those 17 items, 14 exceeded the minimal detectible change. Participation in a single interprofessional experience improved students' self-reported score of attainment of the IPEC core competencies.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 1","pages":"163-167"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147390463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Survey of DPT Students with Learning Disabilities in the State of Alabama.","authors":"Sarah C Vaughan, Dana D Blake","doi":"10.21091/jah.2026.01009","DOIUrl":"https://doi.org/10.21091/jah.2026.01009","url":null,"abstract":"<p><strong>Aims: </strong>Up to 15% of U.S. higher education students have a learning disability (LD) such as ADHD, dyslexia, or dysgraphia, which impacts academic skill acquisition. Limited research exists on students with LDs in healthcare science programs, and their representation in Doctor of Physical Therapy (DPT) programs is unknown. This study aimed to explore the presence of students with LDs in Alabama DPT programs and to examine their perceptions of how their LDs impacted them and whether programs provided adequate accommodations.</p><p><strong>Methods: </strong>A 12-item online survey was distributed to 326 students across five Alabama DPT programs.</p><p><strong>Results: </strong>Ninety-two students completed the survey; these students were mostly female (n=72) and in the age range of 23-24 years old (n=51). Data revealed that students with LDs were present in these programs. Some reported that their LDs influenced their ability to gain admission and that accommodations during enrollment were insufficient. However, most students felt their LDs would not hinder their clinical practice.</p><p><strong>Conclusions: </strong>The findings suggest that DPT programs should acknowledge the growing presence of students with LDs, address potential barriers to admission, and ensure effective accommodations are provided. Encouraging students to utilize accommodations offices could enhance their academic experience. The confidence of students with LDs in their clinical abilities should inspire both prospective students and DPT programs to support diversity in physical therapy education.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 1","pages":"81-86"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147390501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}