Journal of Allied Health最新文献

{"title":"Home Health Physical Therapists' Perceptions Regarding the Utilization of the CDC STEADI Initiative.","authors":"Christopher Voltmer, Michael Tautonico, Matthew Botros, Gillian Scherer, Paige Trombley, Lindsey Dilorio, Michael Romeo","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Background: </strong>Falls are the leading cause of injuries in older adults and are often preventable. Of particular concern, is a lack of universally utilized guidelines for assessing the risk for falls within the physical therapy field.</p><p><strong>Purpose: </strong>To explore home health physical therapists' (PTs) perceptions regarding fall risk assessment and their awareness, comfort, utilization, education, and interest in the CDC STEADI initiative.</p><p><strong>Methods: </strong>A 27-question survey collected data from home health PTs.</p><p><strong>Results: </strong>A total of 131 responses were analyzed. Respondents (84.7%) believed it is important to assess the risk for falls in patients regardless of setting and diagnosis. Less than half (48.1%) were aware of the CDC STEADI initiative available to PTs. Respondents (36.0%) reported being taught the CDC STEADI initiative in their PT program. Respondents (92.1%) reported an interest in utilizing the initiative.</p><p><strong>Conclusions: </strong>The CDC STEADI initiative may be underutilized in home health secondary to decreased awareness, comfort, and education.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"54 1","pages":"e87-e95"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558214","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":"Financial Anxiety, Financial Self-Efficacy, and General Social Support Among Physical Therapy Students: Reliability of Assessments.","authors":"Tara Dickson, Edward P Mulligan, Yuyan Xia, Patrick S Pabian","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Background: </strong>Educational debt continues to increase across the health professions. Assessment tools for financial self-efficacy and social support have not been evaluated for reliability among any group of health professions students, though research suggests they may mitigate financial anxiety. This study assesses the reliability of tools measuring financial anxiety, financial self-efficacy, and general social support in a graduate health profession student population.</p><p><strong>Methods: </strong>The Financial Anxiety Scale (FAS), Financial Self-Efficacy Scale (FSES), and General Social Support Scale (GSSS) were completed by 510 physical therapist students. Item response theory was used to assess reliability and item fit for each assessment.</p><p><strong>Results: </strong>All studied measures are reliable and demonstrate good item fit among the population of physical therapist students in the United States. The analysis showed that the three scales meet the conditions for a good fit with the data, that their general factors explain a sufficient proportion of the variance, and that the psychometric properties of individual items are acceptable.</p><p><strong>Conclusions: </strong>The FAS and FSES provide a large amount of test information for physical therapist students. The GSSS, by contrast, may be best utilized as a screening tool for those who have very low levels of general social support.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"54 1","pages":"e57-e69"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558200","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":"Is Virtual Interprofessional Education Effective?: Three Years' Outcomes from Nine Health Professional Programs' Experience.","authors":"Aline H Saad, MaryAnne Stewart, Kim Banfill, Ronette Chojnacki, Candice Garwood, Jeannetta M Greer, Jamie McQueen, Andrew Moul, Mary Walczyk, Sara Maher","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Aims: </strong>During the pandemic, health professional programs shifted to virtually deliver the various components of their curricula including interprofessional education (IPE) offerings. An urban public College of Pharmacy and Health Sciences moved its interprofessional pain management workshop to virtual delivery. This workshop focused on preparing its participants to embrace the interprofessional competencies of roles/responsibilities, ethics/values, effective communication, teamwork, and the core concepts of safe and equitable pain treatment to address the complex needs of patients in pain. The purpose of this study was to evaluate the outcomes of this virtual interprofessional pain management workshop over multiple years.</p><p><strong>Methods: </strong>Professional students from medical laboratory science, nurse anesthesia, occupational therapy, pathologists' assistant, pharmacy, physical therapy, physician assistant, radiologic technology, and radiation therapy technology programs (n=1,047) were included. The workshop consisted of a presentation reviewing the roles and responsibilities of represented professions in pain management, a small group case-based activity, and an interprofessional panel of experts' discussion of pain management. To achieve the purpose of this study, the impact of the interprofessional education workshop on the students' learning was captured via multiple assessment tools including changes in 1) knowledge acquisition, 2) interprofessional behaviors and skills (Interprofessional Collaborative Competency Attainment Survey, ICCAS), and 3) post-workshop achievement of learning objectives and evaluation of workshop activities.</p><p><strong>Results: </strong>It was found that a virtual interprofessional pain management workshop was consistently effective in enhancing health professional students' knowledge, attitudes, and perceptions related to collaborative pain management. Participants showed a statistically significant improvement in knowledge about other professions from pre- to post-workshop for the entire group. Significant improvements were observed across all measured ICCAS subscales, including communication, collaboration, roles and responsibilities, patient-centered care, and conflict management/team functioning. Overall, participants perceived significant improvements in the learning objectives for within group comparisons. Notably, the virtual delivery format resulted in sustainable gains over 3 years, highlighting the potential of virtual IPE to overcome logistical barriers and provide an accessible and effective platform for interprofessional learning.</p><p><strong>Conclusion: </strong>A virtual interprofessional workshop was effective in enhancing students' knowledge and skills in collaborative pain management.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"54 2","pages":"e151-e161"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144267520","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":"Comments on \"Association of Laboratory Science Education and Certification with Laboratory Errors,\" Esani et al., Summer 2024.","authors":"Marisa K James, Amy Spiczka, Muneeza Esani, Yong-Fang Kuo","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Concerns regarding the ASAHP Journal of Allied Health article titled \"Association of Laboratory Science Education and Certification with Laboratory Errors\" (published in Volume 53, Number 2, Summer 2024).</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"54 2","pages":"e251-e253"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144267454","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":"Methodology Considerations.","authors":"Thomas W Elwood","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>During the first one-third period of calendar year 2025, this periodical of the Association of Schools Advancing Health Professions (ASAHP) attracted 51 new manuscripts that were submitted. Annualizing this figure suggests that the total could be in the 150-160 range for a full chronological year, which compares favorably with other recent 1-year periods. The Journal of Allied Health relies on having papers submitted to it undergo peer review, a process that is easier said than done. The peer review system's supply-demand aspect is critical for the sustainability of the entire scientific ecosystem, but is rarely explored.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"54 2","pages":"e131"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144267521","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":"Debt Management Education in Physical Therapy Educational Programs.","authors":"Tricia L Widenhoefer, Steven E Sullivan, Justin W Berry, Taylor N Jenkins","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Aims: </strong>Student loan debt is a growing concern within the physical therapy profession with educational expenses often outpacing income. The purpose of this study was to determine any debt management education provided during physical therapy education, overall satisfaction with this education, awareness of student debt/income ratios, knowledge of available financial resources, and if debt management strategies were implemented.</p><p><strong>Methods: </strong>Physical therapists (PTs) and physical therapist assistants (PTAs) from 8 states who graduated between 2011-2021 were surveyed about their experience with debt management education.</p><p><strong>Results: </strong>82.4% of respondents did not receive debt management education. Of these respondents, 84.8% thought it would have been helpful. When education occurred, it typically was late in the program with low satisfaction. Satisfied respondents had lower program and total student loan debt. Loan amounts were not what was expected for 48.8% of respondents, while 72% were unaware of debt/income ratios. 39.6% of respondents who received education implemented learned strategies.</p><p><strong>Conclusion: </strong>Prevalence of debt management education within programs was low with decreased respondent awareness of debt/income ratios and available resources. Based on the results of our survey, programs should provide education throughout the curriculum, including increasing student awareness of resources to reduce student loan debt.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"54 1","pages":"e31-e39"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558198","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":"Inner and Outer Workings of the Journal of Allied Health.","authors":"Thomas W Elwood","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Long days' journey for some journal manuscripts: As the Spring 2025 issue of the Journal of Allied Health is being made ready for distribution, shown below is an example illustrating the lengthy passage of time that can occur for processing a single paper. The Present and Future of Peer Review: A perspective offered in the journal Proceedings of the National Academy of Sciences of the USA (PNAS) asks is there something wrong with the peer review system? Generative Artificial Intelligence and Academic Writing: As noted in the Journal of Clinical Epidemiology, authors have used a combination of reporting guidelines and other tools, such as journals' guidelines, to optimize reporting.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"54 1","pages":"e1"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558216","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":"Cognitive and Affective Empathy of Doctor of Physical Therapy Students: A Modified Cross-Sectional Study.","authors":"Bruce W Newton, Michelle D Green, Zachary T Vaskalis","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>This study was performed to determine how cognitive and affective empathy changes as doctor of physical therapy (DPT) students go through training. Cognitive empathy was measured using the Jefferson Scale of Empathy, and affective empathy was measured using the Balanced Emotional Empathy Scale. Each survey instrument was given at the start and end of each of the 3 academic years. The cohorts consisted of first-, second-, and third-year DPT students. Cognitive empathy scores had a non-significant increase for each cohort, but the steady rise in cognitive empathy scores for each cohort suggested the students are becoming more comfortable communicating with patients to form an empathic bond of trust. Affective empathy scores significantly increased only for first-year students and indicate the students are more aware of their initial vicarious reaction to patients. Affective empathy scores stabilized for cohorts two and three with no significant changes. There needs to be an awareness about the possibility of future burnout associated with some students having too much affective empathy. DPT students with affective empathy scores ≥ 2.0 SD above the population norm need to be taught to partially blunt their affective response to not let their own internal emotional state decrease their ability to effectively treat the patient.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"54 1","pages":"e21-e29"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558196","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 Burnout, Pain Attitudes and Beliefs, and Confidence in Treating Patients in Pain Following Pain Education for Healthcare Providers.","authors":"Kory Zimney, Jed Droge, Adriaan Louw","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Purpose: </strong>The study aimed to explore the effect of a pain neuroscience education (PNE) course on provider burnout, attitudes and beliefs about pain and confidence in treating patients with pain.</p><p><strong>Subjects: </strong>209 healthcare professionals taking a PNE course.</p><p><strong>Methods: </strong>The healthcare providers were surveyed using the Oldenburg Burnout Inventory, Pain Attitudes and Beliefs Scale, and the Pain Care Confidence Scale before attending a PNE course and then at 1-week and 6-months post training.</p><p><strong>Results: </strong>A small effect (Cohen's d = 0.180, p = 0.024) was found for females at 1-week post-training for the burnout exhaustion score; no other significant effects were found related to burnout. Pain Attitudes and Beliefs Biomedical and Biopsychosocial subscales had significant changes at 1-week (p < 0.001 and p = 0.005) and at 6-months (p < 0.001 and p = 0.005), respectively, moving toward a more biopsychological approach for care. Pain confidence scores significantly improved at both time periods (p < 0.001 and p < 0.001).</p><p><strong>Conclusion: </strong>A significant finding was that the pain education course positively changed the healthcare providers' pain attitudes and beliefs along with confidence in pain care, but with minimal to no change in burnout scores.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"54 2","pages":"e191-e197"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144267453","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":"Patterns in Pediatric Medicaid Dental Claims and Payment Amounts: An Analysis of Settings and Dental Providers.","authors":"Katherine Mommaerts, Indrakshi Roy, Cassandra Bonah, Natalie Reznicek, Denise Muesch Helm","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Objective: </strong>To determine the trends in the settings and types of providers that provide oral health services to pediatric patients using Medicaid in Arizona.</p><p><strong>Methods: </strong>In a retrospective descriptive study, we examined the place of service and provider type of Medicaid-paid dental claims among pediatric patients from January 2016 to December 2019. We analyzed Medicaid reimbursed dental services using dental claims data.</p><p><strong>Results: </strong>More Arizona children aged birth to 21 were treated in health clinics than in private practice/dental support organization settings in 2019 than in 2016. Preventive and minor restorative dental claims were significantly higher in 2019 than in 2016 for pediatric patients in Arizona. Further, there was an increase in dental claims paid to non-dentists, such as dental hygienists and nurse practitioners, in 2019 compared to 2016.</p><p><strong>Conclusions: </strong>The place of service and provider type are shifting among pediatric Medicaid patients in Arizona. Not only is there a shift from place of service, but preventive and minor restorative dental claims are being filed by more non-dental providers. This reveals the movement towards integrated oral health in primary care for pediatric Medicaid patients in Arizona.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"54 1","pages":"e49-e55"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558218","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}