Journal of Allied Health最新文献_第4页

UB iSDoH Scale--A Measure of Students' Skills Related to Social Determinants of Health and Interprofessional Collaborative Practice. UB iSDoH量表——衡量学生与健康和跨专业合作实践的社会决定因素相关的技能。

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

Jessica S Kruger, Isok Kim, Patricia J Ohtake, Michael R Brown, Daniel J Kruger

{"title":"UB iSDoH Scale--A Measure of Students' Skills Related to Social Determinants of Health and Interprofessional Collaborative Practice.","authors":"Jessica S Kruger, Isok Kim, Patricia J Ohtake, Michael R Brown, Daniel J Kruger","doi":"","DOIUrl":"","url":null,"abstract":"Identification and mitigation of health barriers associated with social determinants of health (SDoH) is an increasingly recognized as an important component of healthcare provided by interprofessional teams. However, valid and reliable tools for assessing healthcare provider SDoH competency are lacking. This study describes the development of the University at Buffalo interprofessional SDoH scale (UB iSDoH scale) and examines its psychometric properties. This 11-item self-report instrument measures perceived skills associated with SDoH assessment and solution implementation to mitigate barriers using an interprofessional approach. Dose-response sensitivity to content and experience was examined, as well as the predictive capacity of a 1-item reflective question. The UB iSDoH scale was completed by 1,775 health professions students during Fall 2021 and Spring 2022 semesters following interprofessional learning experiences. Our analyses confirmed that the UB iSDoH scale 1) exhibited high inter-item reliability, 2) was sensitive to both the extent of SDoH content in IP learning experiences and students' previous experiences, and that 3) the reflective question was predictive of the overall scale score. These findings indicate that the UB iSDoH scale is a valid and reliable measure to assess health professions students' perceived skills associated with SDoH assessment and solution implementation using an interprofessional approach.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"54 1","pages":"e3-e10"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558220","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

Racial Inequities in Undergraduate Student Success: Implications for the Diversity of Allied Health Professions. 本科学生成功中的种族不平等：对专职医疗专业多样性的影响。

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

Jason A Whitfield

{"title":"Racial Inequities in Undergraduate Student Success: Implications for the Diversity of Allied Health Professions.","authors":"Jason A Whitfield","doi":"","DOIUrl":"","url":null,"abstract":"This investigation explores the differential impact of race and course subject on the likelihood of students receiving a grade of D, F, or withdrawal (DFW) within undergraduate Health Science and Human Service (HHS) programs. Utilizing a critical quantitative approach, the author used de-identified institutional data from a university in the Midwest spanning 5 academic years to examine interactions between race and course subject. Results indicate that Black, Hispanic/Latine, and multiracial students in HHS programs were significantly more likely to receive a DFW compared to their White and Asian peers. Moreover, the increase in the likelihood of receiving a DFW in basic science courses was higher for Asian, Black, and multiracial students, worsening these racial disparities. These findings contribute to a larger literature demonstrating that systemic exclusionary dynamics within academic programs disproportionately impact the academics of students of color. These results hold important implications for programs attempting to address equity and inclusion in HHS programs and professions. The discussion advocates for policy changes and institutional interventions to address racial inequities in health science education.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"54 2","pages":"e215-e221"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144267531","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

Simulation Use within Respiratory Therapy Education Programs: A Review. 模拟在呼吸治疗教育计划中的应用：综述。

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

Albert Heuer, Jared Bienstock, Yingting Zhang, J Scott Parrot

引用次数: 0

Health Scientists' Doctoral Journey: A Blueprint for Promoting Critical Thinking Skills. 健康科学家的博士之旅：促进批判性思维技能的蓝图。

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

Natalie Neubauer, Genevieve Pinto Zipp

{"title":"Health Scientists' Doctoral Journey: A Blueprint for Promoting Critical Thinking Skills.","authors":"Natalie Neubauer, Genevieve Pinto Zipp","doi":"","DOIUrl":"","url":null,"abstract":"To advance evidence-based person-centered care, health professionals must see themselves as health scientists who possess the skills to administer healthcare and advance scholarship supporting healthcare practices. However, formal and objective assessment of critical thinking development along the doctoral journey is limited. This project sought to evaluate critical thinking development along a health science (HS) doctoral program using the Health Science Reasoning Test (HSRT). A cross-sectional study design was employed during Phase 1, for a snapshot of current students' critical thinking skills. All PhD in HS students at all points in their doctoral program in the University were invited to anonymously complete the HSRT survey. Total HSRT scores from 27 students were reviewed in relation to achieved program competencies to identify potential trends in the data. Administering the HSRT during that period enabled the researchers to link the HSRT scores to a specific point in the program and thus to assess the level of critical thinking at key points in the program. Phase 1 of this project supports the idea that academic programs can identify critical thinking skills of health sciences doctoral students and assess the doctoral journey success in meeting its mission to promote development of critical thinking using the HSRT. Based upon the study's findings, a blueprint is proposed for health science doctoral education to measure critical thinking development.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"54 3","pages":"e321-e326"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145001539","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

Where Do We Stand?: Antiracism in Health Science Education in 2024. 我们在哪里？2024年卫生科学教育中的反种族主义。

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

Lauren Jones, Ana Núñez, Briana Partee, Allyson Sutkowi-Hemstreet, Barbara Peterson, L'Aurelle Johnson

引用次数: 0

Exploring Imposter Syndrome in Graduate Allied Health Students: A Pilot Study. 探索冒充者综合症的研究生专职卫生学生：一项试点研究。

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

Ashley B Conklin, Jill Nappi-Kaehler, Adrienne H Simonds, Keara McNair, Stephanie Hubbell, Cipryana Mack, Caroline Welch

引用次数: 0

Intraprofessional Collaborative Practice: Exploration of Teaching Approaches to Educate Students on the Characteristics of Effective Physical Therapist-Physical Therapist Assistant Teams. 专业内合作实践：有效的物理治疗师-物理治疗师助理团队特点教学方法的探索。

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

Lorna M Hayward, Jessica Scholl, Christopher T Joyce, Jennifer Biggs, Justin W Berry

{"title":"Intraprofessional Collaborative Practice: Exploration of Teaching Approaches to Educate Students on the Characteristics of Effective Physical Therapist-Physical Therapist Assistant Teams.","authors":"Lorna M Hayward, Jessica Scholl, Christopher T Joyce, Jennifer Biggs, Justin W Berry","doi":"","DOIUrl":"","url":null,"abstract":"Aims: Care provided by physical therapists (PTs) and physical therapist assistants (PTAs) requires intraprofessional collaboration. Research suggests that Doctor of Physical Therapy (DPT) students graduate with inadequate education regarding the role, scope of practice, utilization, and supervision of PTAs, as well as the elements that comprise effective intraprofessional teams. DPT programs must create educational opportunities for students to learn about and practice working intraprofessionally. Study objectives were to: 1) describe teaching approaches used in DPT-PTA programs pertaining to intraprofessional teaming; and 2) examine whether DPT-PTA programs promoted intraprofessional inclusion.Methods: Qualitative case-study. DPT and PTA program directors were conveniently sampled from U.S. accredited programs. Interview questions queried participants about teaching approaches dedicated to effective intraprofessional collaboration and if DPT-PTA programs promoted intraprofessional inclusion.Results: Nineteen interviews were conducted, 7 with DPT and 12 with PTA program directors. Three themes emerged from the data: 1) variable incorporation of intraprofessional teaming; 2) curricular influences; and 3) perceived value and understanding. Programs with greater depth of exposure used multimodal teaching and assessment approaches, face-to-face interaction, and promoted understanding of each other's roles.Conclusions: The current work expands a framework previously developed that identified elements for effective intraprofessional teaming which could guide instruction in DPT and PTA curricula.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"54 2","pages":"e205-e213"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144267519","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 Cultural Competence in Doctor of Physical Therapy Students. 促进物理治疗博士学生文化能力的培养。

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

Archana Vatwani, Kari Wade

{"title":"Promoting Cultural Competence in Doctor of Physical Therapy Students.","authors":"Archana Vatwani, Kari Wade","doi":"","DOIUrl":"","url":null,"abstract":"The purpose of this study was to provide an educational opportunity outside of Doctor of Physical Therapy (DPT) students' curriculum to increase their awareness and understanding of cultural competence. The study was conducted at a single institution on one campus of a large university in the southern United States. Subjects for this study were first-year DPT students (DPT1s) at the FLL campus. Forty students (n=40) participated in the pre-assessment. Utilizing the Zoom video platform, the planned intervention was a one-session live 90-minute educational opportunity focused on cultural competence and followed with a post-assessment. Thirty-two students (n=32) participated in the post-assessment. The outcome measure utilized for the pre and post assessment was the California Brief Multicultural Competence (CBMCS) scale. Percentiles ranks were calculated for the aggregate data of subscales Multicultural Knowledge, Awareness of Cultural Barriers ('Awareness Cultural'), Sensitivity and Responsiveness to Consumers ('Sensitivity Responsiveness'), Socio-Cultural Diversities, and Total Score. Group comparisons were con¬ducted using a Welch t-test for unequal variances. The percentile rank analysis indicated an improvement in the Multi-cultural Knowledge (p<0.035) and Awareness of Cultural Barriers (p<0.001) subscales post intervention. Although Sensitivity and Responsiveness to Consumers (p<0.155) and Socio-Cultural Diversities (p<0.058) were not statistically significant, the total score (p<0.010) did indicate improvement in overall multicultural competence. The knowledge acquired through the tele-intervention can assist students in the future to adapt and succeed for competent patient care. Findings indicate an overall increased cultural competence awareness and understanding.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"54 2","pages":"e169-e174"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144267530","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 Need for Academic Pathways to Promote Careers in Medical Laboratory Science and Public Health Data Sciences in Rural Counties. 需要学术途径促进医学实验室科学和公共卫生数据科学在农村县的职业生涯。

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

Jacen S Moore, Rebecca Reynolds, Kyle L Johnson Moore

{"title":"The Need for Academic Pathways to Promote Careers in Medical Laboratory Science and Public Health Data Sciences in Rural Counties.","authors":"Jacen S Moore, Rebecca Reynolds, Kyle L Johnson Moore","doi":"","DOIUrl":"","url":null,"abstract":"The United States is presently experiencing a significant shortage of allied health professionals in medical laboratory and public health data science careers and is producing less than half the number of graduates that will be required to fill vacant positions in the field. There is a critical need for these professionals to handle the increasing burden of testing and data management required in the relevant healthcare fields. Academic training programs that highlight and educate high school students, teachers, and guidance counselors about the medical laboratory sciences and public health information technology fields will be crucial to address these and future shortages of health professionals in these skill areas. This is particularly important in rural underserved areas such as those found in West Tennessee, where barriers to public health are already insurmountable due to poverty and loss of rural community hospitals. We propose that instillation of specifically targeted programs will provide high school students with education about career options in allied healthcare that make valuable contributions to the patient care team, support for rising college students to earn dual-enrollment college credit, and professional and skills development in health care and data sciences for high school teachers.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"54 2","pages":"e233-e238"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144267532","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

Novel Training Program for Health Science Graduate Students Improves Interprofessional and Community Engagement Competencies. 新的健康科学研究生训练计划提高跨专业和社区参与能力。

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

Lyndel Sorenson, Elise Moore, Taylor Krivanek, Laylia Yang, Laura Dammer Hess, Sally Jeon, Brian Sick

{"title":"Novel Training Program for Health Science Graduate Students Improves Interprofessional and Community Engagement Competencies.","authors":"Lyndel Sorenson, Elise Moore, Taylor Krivanek, Laylia Yang, Laura Dammer Hess, Sally Jeon, Brian Sick","doi":"","DOIUrl":"","url":null,"abstract":"Background: Volunteering at student-run free clinics (SRFCs) is a common way for health science graduate stu¬dents to engage with the community. Although these students come from a multiplicity of educational and experiential backgrounds, it is uncommon for institutions or clinics to incorporate standards for ethical community engagement into their curriculum. Despite positive intentions, having volunteers who are not prepared to engage with the community can lead to unproductive or harmful patient interactions.Purpose: Student leaders at the SRFC Phillips Neighborhood Clinic (PNC) in Minneapolis, Minnesota, designed a training series to introduce and sustain meaningful community engagement by fostering inter¬professionalism and systemic awareness.Methods: New PNC volunteers attended three training sessions utilizing lecture-style curriculum delivery and case-based learning. Following the final session, volunteers completed an 18-item survey rating program-related competencies before and after training on a 5-point Likert scale.Results: Of 193 new volunteers,155 (80%) completed the study, and 137 (71%) from 10 professional programs were included in the analysis. Most participants (91%) reported an improvement in at least one assessed competency. On average, volunteers had a self-assessed increase in all competencies, including interprofessional workplace cultural humility, structural competency, structural humility, teamwork, and difference making (p<0.01). The greatest mean change was reflected in teamwork-based competencies (0.66), while the smallest mean change was in structural humility (0.46).Conclusion: This approach for integrating community engagement training into SRFCs supports volunteers' immediate skills and long-term professional development, prepares them for clinic leadership, and introduces them to community engagement work as healthcare professionals.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"54 2","pages":"e141-e149"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144267522","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