Journal of Allied Health最新文献_第2页

Unifying Forces: Exploring the Impact of Interprofessional Integrated Clinical Experiences.

Journal of Allied Health Pub Date : 2025-01-01

Sara Kraft, E Joy Crawford, Zesarae Bodie, Sarah Elder, Elizabeth Slaughter, Victoria Wilson-Harris

{"title":"Unifying Forces: Exploring the Impact of Interprofessional Integrated Clinical Experiences.","authors":"Sara Kraft, E Joy Crawford, Zesarae Bodie, Sarah Elder, Elizabeth Slaughter, Victoria Wilson-Harris","doi":"","DOIUrl":"","url":null,"abstract":"Aims: This study investigates the benefits and challenges of interprofessional collaborative practice (IPCP) through an immersive clinical learning experience at the Medical University of South Carolina. The program included physical therapy (PT), occupational therapy (OT), and speech-language pathology (SLP) students working with community-dwelling adults with Parkinson's disease.Methods: 132 PT, 107 OT, and 6 SLP students (total n = 245) participated in a two-session-integrated clinical experience with individuals with Parkinson's disease and then completed a six-question reflection on the IP Parkinson experience. The study utilized a narrative research approach to analyze students' reflections. An iterative data collection process was used with the data set. Regular meetings were held throughout the study as part of the ongoing data reduction and analysis.Results: Key findings highlighted the value of a holistic, collaborative approach to patient care, enhancing student learning and patient outcomes. Students reported an improved understanding of interdisciplinary roles, better communication, and increased awareness of how IPCP teams can affect job satisfaction. The challenges, including coordinating goals across disciplines and managing group dynamics, did not overshadow the significant value of the experience. The experience fostered a practice-ready workforce with a positive attitude toward collaborative care, keeping the students engaged and interested in the potential for IPCP.Conclusions: The study underscores the importance of interprofessional education, incorporating learning environments and experiences that promote transformational learning and the adoption of a collaborative team-based mindset to enhance clinical preparedness and patient care outcomes.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"54 1","pages":"e11-e20"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558222","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}

引用次数: 0

Development and Implementation of Substance Use Training for Allied and Behavioral Health Professionals: Addressing the Epidemic and Improving the Outcomes. 为专职和行为健康专业人员制定和实施药物使用培训：应对流行病并改善结果。

Journal of Allied Health Pub Date : 2024-01-01

Frank Czuba, Caren Schranz, Nancy Burley, Shannon Dermer, Cheryl Mejta, Carly Meyer

{"title":"Development and Implementation of Substance Use Training for Allied and Behavioral Health Professionals: Addressing the Epidemic and Improving the Outcomes.","authors":"Frank Czuba, Caren Schranz, Nancy Burley, Shannon Dermer, Cheryl Mejta, Carly Meyer","doi":"","DOIUrl":"","url":null,"abstract":"Allied and behavioral health professionals (ABHP) interact with clients who may be at higher risk for substance misuse or substance use disorders (SUD) due to mental health problems, relational problems, and acute/chronic pain due to injury/illness. These problems can lead to more substance misuse and affect daily life activities and overall health and wellbeing. Unfortunately, not enough individuals seek treatment due to stigma associated with substance use, partially because of the lack of properly trained and educated healthcare professionals. The researchers developed an interprofessional training program using the Screening, Brief Intervention, and Referral to Treatment (SBIRT) to develop learning modules focused on understanding the science of addiction, the stigma related to addictions, and the basic interviewing and assessment techniques to support appropriate substance use intervention and referral. The goal was to prepare ABHP students to appropriately address substance use as part of their future professional practice. The SBIRT learning modules used pre/post test quizzes to collect data on the effectiveness. 140 occupational and physical therapy and mental health counselling students completed the training and the results showed a significant increase in participants knowledge supporting the value of the SBIRT training.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"53 3","pages":"e183-e186"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142297268","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}

引用次数: 0

The Current State of Prerequisite Coursework in Health Professions Education: Function, Assumptions, and Best Practices for a Path Forward. 卫生职业教育先修课程的现状：前进道路上的功能、假设和最佳实践。

Journal of Allied Health Pub Date : 2024-01-01

Kimberly L Mace, Kathryn Webster Rogers, Sara D Brown

{"title":"The Current State of Prerequisite Coursework in Health Professions Education: Function, Assumptions, and Best Practices for a Path Forward.","authors":"Kimberly L Mace, Kathryn Webster Rogers, Sara D Brown","doi":"","DOIUrl":"","url":null,"abstract":"Prerequisite courses have been a staple in admissions requirements for health programs for more than a century. Prerequisites serve various roles including achieving accreditation standards, determining academic preparation, predicting academic success, and informing admissions decisions. While the theories purported to support prerequisite courses have largely remained static, the challenges for educators and applicants have evolved. In addition to training future healthcare providers, contemporary educators are focused on attracting and training a diverse workforce as well as attaining enrollment targets to ensure financial stability. We propose 4 assumptions that pit common prerequisite practices against these contemporary challenges including limitations caused by the cost of prerequisites, disproportionate burden on underrepresented minorities, extraordinarily complex and variable policies, and a disconnect between grades and knowledge retention. Continuing to operate under these assumptions creates unnecessary barriers for potential students. We offer model practices for approaching prerequisites with more flexibility. These practices involve refining expectations for learning, normalizing alternatives to coursework, conducting prospective research, analyzing relevant data, and exploring more personalized pathways and holistic practices. As higher education changes and the demand for healthcare providers increases, innovation to the admissions process is needed to identify those who can complete programs and become competent healthcare providers.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"53 3","pages":"e157-e166"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142297282","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}

引用次数: 0

Verification of the Effects of a YouTube-Based Home-Based (Self-Managed Intervention) Training System Developed for Frailty Prevention: A Pilot Study. 验证为预防虚弱而开发的基于 YouTube 的家庭（自我管理干预）培训系统的效果：试点研究。

Journal of Allied Health Pub Date : 2024-01-01

Yasuhiro Suzuki, Masao Koda, Yukiyo Shimizu, Takumi Tsubaki, Yasushi Hada

{"title":"Verification of the Effects of a YouTube-Based Home-Based (Self-Managed Intervention) Training System Developed for Frailty Prevention: A Pilot Study.","authors":"Yasuhiro Suzuki, Masao Koda, Yukiyo Shimizu, Takumi Tsubaki, Yasushi Hada","doi":"","DOIUrl":"","url":null,"abstract":"Resistance training is considered the most effective intervention for increasing older people's muscle mass and strength. Thus, we created the Sukubara®, a self-administered training system (squat + balance training) that incorporates a new low-load exercise. In this study, we hypothesize that introducing Sukubara will positively affect skeletal muscle mass and physical function. A preliminary verification was carried out on healthy, non-elderly participants who were recruited from the hospital staff. Participants were randomly assigned to two groups for a 12-week intervention: the resistance training group (R group) that performed the Sukubara exercise program and the control group (C group) that did not. This study's primary end¬point was a change in skeletal muscle mass, while the secondary endpoints were knee extension strength and one-leg standing time with eyes closed. An analysis of the 18 participants (R group = 8; C group = 10) was performed. Results showed that skeletal muscle mass, knee extension strength, and one-leg standing time were significantly improved or tended to be significantly higher in the R group than in the C group. Our study concluded that, by incorporating low-load exercise, Sukubara resulted in muscle hypertrophy and improved physical function.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"53 1","pages":"51-57"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140013442","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}

引用次数: 0

Variations on Common Themes. 共同主题变奏曲。

Journal of Allied Health Pub Date : 2024-01-01

Thomas W Elwood

引用次数: 0

Role of Cognitive and Non-Cognitive Attributes in Doctor of Physical Therapy Student Performance. 认知和非认知属性在物理治疗博士学生成绩中的作用。

Journal of Allied Health Pub Date : 2024-01-01

Maureen Conard, Kristin Schweizer

{"title":"Role of Cognitive and Non-Cognitive Attributes in Doctor of Physical Therapy Student Performance.","authors":"Maureen Conard, Kristin Schweizer","doi":"","DOIUrl":"","url":null,"abstract":"Admission to physical therapist education programs (PTEPs) is commonly based on cognitive attributes such as undergraduate grade point average (uGPA), pre-requisite course GPA (pre-req GPA), and sometimes Graduate Record Examination (GRE) scores, admissions interviews or essays. The primary purpose of this exploratory study was to examine the relationships between non-cognitive attributes identified through a personality-oriented job analysis (POJA) and Doctor of Physical Therapy (DPT) student academic performance to improve admissions procedures and DPT student education and training. The present study examined correlations among 12 non-cognitive attributes identified through the POJA and existing cognitive admission criteria, specifically uGPA and pre-req GPA, with DPT grades in the first semester of the PTEP. Multiple regression using non-cognitive attributes in addition to current cognitive admissions criteria showed that uGPA was the strongest predictor of DPT grades, followed by self-reflection and anxiousness/neuroticism (negatively). While uGPA was the strongest predictor of DPT student GPA, it may be valuable to add measures of self-reflection and anxiousness/neuroticism to the admissions process to increase the likelihood of success academically. The present study adds to a still limited body of knowledge of how both cognitive and non-cognitive attributes predict graduate academic performance in a variety of health professions.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"53 3","pages":"188-195"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142297277","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}

引用次数: 0

Demonstrating the Hallmarks of Gynecologic Malignancies by Translating Radiation Therapy Theory to Clinical Practice: A Student and Mentor Perspective. 将放射治疗理论转化为临床实践，展示妇科恶性肿瘤的特征：学生和导师的视角。

Journal of Allied Health Pub Date : 2024-01-01

Ryena Umar, Rania Mohamed, Danielle McDonagh, Maria Dimopoulos

{"title":"Demonstrating the Hallmarks of Gynecologic Malignancies by Translating Radiation Therapy Theory to Clinical Practice: A Student and Mentor Perspective.","authors":"Ryena Umar, Rania Mohamed, Danielle McDonagh, Maria Dimopoulos","doi":"","DOIUrl":"","url":null,"abstract":"A radiation therapist (RTT) is a key member of the radiation oncology team responsible for delivering radiation and providing direct patient care to individuals undergoing cancer treatment. Stony Brook University's School of Health Professions, in collaboration with Mount Sinai Health System's Department of Radiation Oncology, offers a unique RTT Program structure: a 4-year baccalaureate degree followed by a 12-month clinical non-credit, non-degree certificate. The RTT Program embeds concepts such as the theory of gynecologic malignancies, introduced in the didactic setting and mastered in the clinical environment. The program assigns credentialed RTTs, referred to as \"RTT mentors\" to students upon acceptance to the program. These mentors offer additional support to students by translating theoretical and practical aspects of the curriculum and guiding students through their academic and clinical education. This article aims to demonstrate how the hallmarks of gynecologic malignancies are integrated into radiation therapy education, from both the student's and mentor's perspectives, and across the didactic and clinical setting.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"53 1","pages":"e37-e41"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140013390","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}

引用次数: 0

Promoting Interprofessional Collaboration-Related Competencies in Students from Seven Health Professions. 促进七个卫生专业学生的跨专业合作相关能力。

Journal of Allied Health Pub Date : 2024-01-01

Jill Horbacewicz, Rivka Molinsky

{"title":"Promoting Interprofessional Collaboration-Related Competencies in Students from Seven Health Professions.","authors":"Jill Horbacewicz, Rivka Molinsky","doi":"","DOIUrl":"","url":null,"abstract":"Health professions students in their final year of the mental health counseling (MHC), nursing, occupational therapy (OT), pharmacy, physical therapy, physician assistant, and speech/language pathology programs at Touro University participated in a virtual interprofessional education (IPE) symposium designed to promote interprofessional collaboration. The students worked as an interprofessional team with a faculty facilitator to first create a plan of care and later a discharge plan for a fictitious patient. At the completion of the symposium, 281 out of 311 students completed the Interprofessional Collaborative Competency Attainment Survey (ICCAS), a tool that assesses competency in collaborative practice. Results demonstrated a significant increase in every collaboration-related competency for all participants as a group (p < 0.001), as well as significant differences between professions (F = 2.99, p = 0.007). For example, students from OT rated themselves lowest at the start and showed the greatest gains, and students from MHC showed the smallest gains but had the fewest participants. This virtual symposium resolved some common logistical challenges and was effective at improving interprofessional collaborative competency. Including a wide variety of health professions in this IPE activity facilitated a broad reach and applicability to the interprofessional teams that students will encounter in the future.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"53 1","pages":"19-24"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140013396","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}

引用次数: 0

Student Perceived Confidence with Complex Patients Before and After a Simulated Case-Based Course. 模拟病例课程前后学生对复杂病人的信心。

Journal of Allied Health Pub Date : 2024-01-01

Natonya Q Early, Leona O Hidalgo, Christine Salmon

{"title":"Student Perceived Confidence with Complex Patients Before and After a Simulated Case-Based Course.","authors":"Natonya Q Early, Leona O Hidalgo, Christine Salmon","doi":"","DOIUrl":"","url":null,"abstract":"Purpose: This study compared Doctor of Physical Therapy students' perceived confidence with evaluating/treating complex patients before and after a case-based patient management course. The impact of simulated learning and prior clinical exposure were explored.Methods: A longitudinal, pretest-posttest design was used across 4 university campuses. A Physiotherapist Self-Efficacy survey was used to collect student responses before/after the course, related to adequate preparation, verbal/written communication, subjective/objective assessments, interpreting assessment findings, identifying/prioritizing patient problems, selecting appropriate short/long term goals, performing/evaluating treatments, discharge planning, progressing interventions, and dealing with a range of patient conditions. Descriptive statistics, paired sample t-tests, ANOVA tests, and conceptual content analyses were completed.Results: Eighty surveys were completed (13.88% response rate). Posttest confidence levels were higher compared to pretest values in all survey items. The t-statistics indicated a significant difference (p<0.001) between the pretest/posttest scores across all 80 records. Levene's statistic revealed p-values >0.001, indicating we met the assumption of homogeneity of variance across different cohort groups.Conclusions: Student confidence levels towards complex patients significantly improved after course exposure, for all survey components in all cohorts. Simulated experiences, supplemental course materials, and prior outpatient clinical experience contributed to self-efficacy values. Six themes were identified as useful and/or needing revision to further improve self-efficacy.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"53 1","pages":"e27-e35"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140013399","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}

引用次数: 0

Assessing Planetary Health Curricular Needs Across Health Professions Programs. 评估各卫生专业的行星健康课程需求。

Journal of Allied Health Pub Date : 2024-01-01

Andrew N Garman, Santosh Basapur, Heide Cygan, Karly Hampshire, Matthew M Anderson

{"title":"Assessing Planetary Health Curricular Needs Across Health Professions Programs.","authors":"Andrew N Garman, Santosh Basapur, Heide Cygan, Karly Hampshire, Matthew M Anderson","doi":"","DOIUrl":"","url":null,"abstract":"With growing recognition that climate change is a significant threat to human health, allied health professionals are increasingly recognized as critical allies in addressing this threat. This article describes the approach that Rush University's College of Sciences is pursuing to better prepare health sciences students for this reality. Faculty and students enrolled across all programs of the College were surveyed regarding their levels of concern about global warming using items from the Six Americas Survey, as well as perceived importance of planetary health curricular elements adapted from the Planetary Health Report Card. Faculty were additionally asked about perceived opportunities to bring planetary health education into each of the degree programs offered by the university. A total of 37 faculty and 43 students completed the survey, collectively representing all programs in the college. Responses reflected widespread interest in expanding planetary health education, but topic priorities and optimal methods for implementation differed between programs. Although the survey process had limitations, it demonstrated the need for greater attention to planetary health across curricula and offered more efficient approaches implementing this essential content across programs.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"53 2","pages":"136-141"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141248792","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}

引用次数: 0