Journal of Allied Health最新文献

{"title":"Facilitator Perceptions of Debriefing Virtual and Live Interprofessional Curriculum.","authors":"Shelby Edwards, Renee Cadzow, Tracy Bentley-Root, Heather Ferro","doi":"10.21091/jah.2026.02027","DOIUrl":"10.21091/jah.2026.02027","url":null,"abstract":"<p><strong>Purpose: </strong>With COVID-19, many professional programs required to offer interprofessional education (IPE) had to pivot to online delivery modalities. Post-pandemic, some returned to in-person sessions while others continued online. This qualitative study explored facilitator perceptions of the strengths and differences in debriefing IPE simulation sessions conducted both live and online during the same semester. Sessions entailed viewing and discussing pre-recorded video clips; facilitators were interviewed about their perceptions and observations. This is a follow up to a previously published report which found students did not perceive any significant differences between online and in-person IPE sessions.</p><p><strong>Methods: </strong>Facilitators were interviewed about their impressions of both IPE session types. Twelve facilitators from six professional programs participating in IPE engaged in one of three 90-minute interviews.</p><p><strong>Results: </strong>Thematic analysis was conducted using a consensus-building, inductive approach. Analysis revealed numerous themes, including what constituted high and low student engagement, perceptions facilitating both types of sessions, and observations for conducting IPE in future semesters.</p><p><strong>Discussion: </strong>Based on these results, facilitator-informed recommendations for running IPE curricula to better meet the needs of student learners emerged. \"Lessons learned\" to promote engagement and foster learning outcomes with both virtual and in-person IPE are presented for future consideration.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 2","pages":"233-240"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148164589","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":"Addressing Terminology Inexactitudes.","authors":"Thomas W Elwood","doi":"10.21091/jah.2026.02046","DOIUrl":"10.21091/jah.2026.02046","url":null,"abstract":"<p><p>The Journal of Allied Health is a publication of the Association of Schools Advancing Health Professions. A companion item from this organization is a monthly newsletter called TRENDS. The name is appropriate because each issue reflects emerging developments involving the health professions based on what is being published in other health periodicals. A common feature characterized in many articles is that they appear to fit nicely under the rubric of \"terminology inexactitudes.\" Although steady improvements continue to be made in how terms and conceptualizations are employed in the health domain, it is manifestly clear that much important work remains to be accomplished. A recent example is in a position paper in the Annals of Internal Medicine that discusses how \"Physicians Are Not Providers: The Ethical Significance of Names in Health Care.\"</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 2","pages":"215"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148164914","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":"Experiential Learning: Perceptions of Traditional vs Accelerated PA Students in Course-Integrated Quality Improvement Projects.","authors":"Rachel L O Olson, Brittany Strelow, Ashley Noelke, Shekitta Acker, Danielle J O'Laughlin","doi":"10.21091/jah.2026.02034","DOIUrl":"10.21091/jah.2026.02034","url":null,"abstract":"<p><strong>Aims: </strong>Evidence-based medicine (EBM) is a necessary attribute required for quality medical practice. Despite being integral in advancing medicine and improving patient outcomes, research and quality improvement (QI) rarely integrate into medical education. We present our curricular course design and reveal students' perceptions of the implementation of this course. In addition, we compared physician assistant (PA) student perceptions from the first two traditional cohorts (4 years undergraduate before entry to PA program) to the accelerated 3+2 pathway cohorts (3 years pre-PA coursework followed by 2 years PA program).</p><p><strong>Methods: </strong>Faculty developed an EBM course taught through student participation in QI projects and assessed students' perceptions of discovery, collaboration, cognitive ownership, and global sense toward general outcomes through the implementation and analysis of validated survey instruments.</p><p><strong>Results: </strong>All students contributed to QI projects, achieved Quality Academy Bronze certification and Silver assessment and disseminated their work at peer-reviewed conferences. Over 56.4% earned Silver certification, and 36.2% of students had their project published in a journal. Student perception of experiential impact was positive overall, with 83.3% of students minimally responding 'true' to the prompts. All students indicated that after the experience, they possessed a basic understanding of QI approaches. The accelerated students selected 'true' for all other prompts more frequently than the traditional student population.</p><p><strong>Discussion: </strong>This manuscript presents vital educational strategies, highlighting an approach and plan to extrapolate EBM principles beyond PA students and to generalize to other healthcare professionals and students. Through course completion, students met educational objectives and reaped additional benefits that positively impacted their resume building and future job prospects. By honing these skills, students are better prepared to contribute to patient care and advance the field of medicine. The accelerated students perceived greater course benefit likely due to the life-experience differences between the two cohorts, whereby the traditional students matriculated into the program with a breadth of prior knowledge obtained through years of contributions to education and careers.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 2","pages":"301-306"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148164912","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":"\"I Just Had No Warning\": Clinical Educators' Perceptions of Disability Accommodations for Rehabilitation Students.","authors":"Hannah Oldenburg, Rebecca Ozelie, Melissa Hake, Aaron Rindflesch","doi":"10.21091/jah.2026.02036","DOIUrl":"10.21091/jah.2026.02036","url":null,"abstract":"<p><p>Reasonable accommodations in higher education are being more frequently requested by graduate occupational and physical therapy students within didactic and clinical contexts. Researchers aimed to describe the experiences of clinical educators in occupational and physical therapy mentoring graduate students with a disclosed accommodation during terminal clinical education, employing a qualitative design. Semi-structured interviews and one-time electronic survey were completed. Reflexive thematic analysis was conducted following the approach described by Braun and Clarke. Twelve occupational or physical therapy clinical educators participated in semi-structured interviews, each having mentored 1-2 students with a disclosed disability accommodation during a terminal clinical education experience. Four major thematic categories regarding accommodation use in terminal clinical emerged: 1) accommodation process, 2) team approach to accommodating, 3) fostering accommodations, and 4) ambiguity in facilitating accommodations. Clinical educators emphasized the importance of being informed about accommodations well in advance, adapting teaching methods, and maintaining regular communication between academic institutions, clinical sites, and students. Training for clinical educators on the disclosure process, legal obligations, and strategies for effective mentorship to ensure alignment of accommodation, academic requirements, and site expectations is essential.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 2","pages":"317-326"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148164878","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":"Finding Voice: Experiences of Underrepresented Minority Faculty in Physical Therapist Education: A Qualitative Study.","authors":"Carla Sabus, Moyo Tillery","doi":"10.21091/jah.2026.02031","DOIUrl":"10.21091/jah.2026.02031","url":null,"abstract":"<p><strong>Aims: </strong>Many healthcare professions have found challenges in the recruitment and retention of minority faculty. The professional workforce in physical therapist education is not representative of the US population. Minorities who do achieve academic advancement face a unique set of challenges, including additional unpaid responsibilities, marginalization, and barriers to advancement. This qualitative study seeks to describe the experiences of underrepresented minority faculty in physical therapist education.</p><p><strong>Subjects: </strong>A convenience sample of 9 participants working in academic physical therapist programs.</p><p><strong>Methods: </strong>This study used a qualitative, grounded theory approach to uncover the lived experiences of underrepresented minority physical therapy faculty.</p><p><strong>Results: </strong>Three interrelated themes were identified representing the contexts of the minority experience in academic physical therapy: Self, Institution, and Society. Understanding these themes can assist minority faculty in negotiating the higher education climate and can assist institutions in fostering inclusive environments.</p><p><strong>Conclusion: </strong>This work informs common challenges facing minority faculty in physical therapy that must be addressed to create higher education environments that are healthy for all members of the community.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 2","pages":"269-274"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148164720","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":"The GenAI Learning Partner: An Evolving Framework for Personalized and Reflective Artificial Intelligence Use in Occupational Therapy Education.","authors":"Amanda C Jozkowski, Angela R Tabak","doi":"10.21091/jah.2026.02037","DOIUrl":"10.21091/jah.2026.02037","url":null,"abstract":"<p><p>The integration of generative artificial intelligence (genAI) into health professions education remains limited, particularly regarding its potential to support deeper learning, ethical reasoning, and personalization. Current discourse often focuses on institutional risk or faculty productivity, with less emphasis on genAI's role in student learning. This study presents a theory-informed model for using genAI to scaffold engagement and professional growth in a graduate-level occupational therapy research methods course. Drawing from personalized learning theory and constructivist pedagogy, we implemented a structured intervention in which students developed \"GenAI Learning Partners,\" supported by prompt templates and instructional framing that positioned genAI as augmentative-enhancing, not replacing, academic effort. The GenAI Learning Partner was piloted in Summer 2024 (n=8) and implemented in Fall 2024 (n=28 pre-survey; n=16 matched post-survey). Multi-method data from surveys, reflections, and instructor observations assessed students' confidence, genAI literacy, ethical awareness, and relevance to practice. Results showed increased confidence using genAI to explore com¬plex content and generate personalized supports. Students reported enhanced ethical understanding and a shift from skepticism to strategic use. The GenAI Learning Partner provides a replicable model for integrating genAI to support student development in health professions, contributing to scholarship on occupational science, pedagogy, digital literacy, and responsible technology use.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 2","pages":"327-334"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148164774","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":"Exploring the Considerations of a Student Honor Code in Academic Health Science Centers: The Why, What, and How.","authors":"Tammy Webster","doi":"10.21091/jah.2026.02042","DOIUrl":"10.21091/jah.2026.02042","url":null,"abstract":"<p><p>While it is common practice for academic institutions to implement a student honor code, there is not a comprehensive review of the reasons for the implementation, distinction from a code of conduct, implications for a competency-base curriculum design and exam proctoring practices, descriptions and criteria commonly included in a code, and procedural enforcement for non-compliance. This exploratory study offers a broad examination of key considerations when determining whether or not to consider creating and adopting a student honor code by examining in depth the why, what, and how for an academic health science center. A thematic analysis of existing honor codes gathered from sample academic health science centers as well as relevant literature review findings were used to identify common codes or terms for the behaviors associated with an honor code, adjudication procedures, and the body of authority who reviews and enforces the code.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 2","pages":"361-366"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148164530","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":"Health Promotion Curriculum Inclusion in Doctor of Physical Therapy Education Results in Improved Knowledge and High Student Satisfaction.","authors":"B M Mensen, B Allen, J M Brismée","doi":"10.21091/jah.2026.02032","DOIUrl":"10.21091/jah.2026.02032","url":null,"abstract":"<p><strong>Aims: </strong>The current state of entry-level physical therapy edu¬cation lacks a focus on health promotion, despite the global rise in prevalence of noncommunicable diseases (NCDs). Physical therapists have the potential to play a key role in NCD prevention through patient education and intervention. This study aimed to enhance entry-level Doctor of Physical Therapy (DPT) students' knowledge, beliefs, assessment, and intervention abilities related to nutrition, sleep, stress reduction, and substance use avoidance.</p><p><strong>Literature review: </strong>The American Physical Therapy Association advocates for the inclusion of wellness topics in physical therapy, yet research reveals that entry-level DPT programs offer limited training in areas such as nutrition, wellness, and prevention. Similar educational gaps exist in medical training, hindering practitioners' counseling effectiveness.</p><p><strong>Subjects: </strong>First-year DPT students enrolled in an entry-level physical therapist education program.</p><p><strong>Methods: </strong>A 12-hour lecture-based course with active learning, discussions, and mock interviews was integrated into their existing curriculum over a period of 3 weeks. Affective behaviors were measured through previously validated self-reported outcome measures.</p><p><strong>Results: </strong>Nineteen students, with an average age of 22.3 years, completed the study. Thirteen had prior nutrition education, while few had background in sleep, smoking cessation, or stress management. Pre- and post-course assessments using the Patient Health Questionnaire-8, Start the Conversation, and Sleep Inventory Score showed no significant affective change (p>0.05). However, the International Physical Activity Questionnaire-Short Form indicated a significant reduction in activity (p<0.05). The pre-course exam average score was 51.6%, which improved to 80.5% post-course (p<0.001, Cohen's d = 1.86), showing significant knowledge gains.</p><p><strong>Conclusion: </strong>Undergraduate education was insufficient in preparing DPT students in health promotion education for this small sample. Only 12 hours of teaching intervention in the curriculum significantly improved knowledge and confidence in health promotion with a large effect size. Although affective behavior was unchanged, students performed well in mock interviews, reflecting successful knowledge application.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 2","pages":"275-284"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148164740","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":"Relationship Between Microaggressions Experienced by Registered Dietitians in the Workplace and Anxiety.","authors":"Tatiana I Leakey, Kathleen Davis, Wanyi Wang","doi":"10.21091/jah.2026.02038","DOIUrl":"10.21091/jah.2026.02038","url":null,"abstract":"<p><p>Microaggressions are common in healthcare settings, yet their impact on the mental health of registered dietitian nutritionists (RDNs) remains understudied. This cross-sectional study examined whether exposure to workplace microaggressions is associated with anxiety among RDNs and explored demographic factors linked to these experiences. An online survey was distributed to 5,000 RDNs across the United States using the Academy of Nutrition and Dietetics Registry List. The survey included demographic questions, the Racial and Ethnic Microaggressions Scale (REMS), and the Beck Anxiety Inventory (BAI). A total of 140 participants completed the survey. Descriptive statistics were calculated, and multiple linear regressions were used to assess the relationship between microaggressions and anxiety. Results showed that higher scores on the REMS were significantly associated with higher anxiety levels (p < 0.001). Among the subscales, microinvalidations were positively associated with anxiety (p = 0.006), while greater perceived support was linked to lower anxiety (p = 0.004). Younger RDNs reported higher levels of anxiety, although there were no significant age-related differences in reported microaggressions. Participants with marginalized identities reported significantly higher anxiety and microaggressions scores than those with majority identities, indicating that identity-based disparities in RDNs' professional experiences may contribute to psychological distress.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"55 2","pages":"335-341"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148164796","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":"Improving Interdisciplinary Skills Training for Flexible Endoscopic Evaluation of Swallowing (FEES).","authors":"Susan M Pattay","doi":"10.21091/jah.2026.01013","DOIUrl":"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}