Journal of Allied Health最新文献

Aims: While challenges and barriers to incorporating health promotion into physical therapist (PT) practice have been previously described, none have specifically assessed the challenges and barriers to incorporating sleep health into PT practice. The objective of this study was to elucidate the perceived barriers and facilitators of incorporating sleep health into outpatient PT practice.

Methods: An electronic survey was developed via qualitative interview and expert feedback. Invitation to participate was posted on two professional organization's discussion boards and sent via email to alumni, clinical instructors, and PT colleagues. Descriptive analyses were conducted.

Results: 128 individuals (72% female, age 39.6 ± 10.3 years) completed the survey. The top three barriers were: "Patient's low motivation to change their sleep behavior" (87%), and "Lack of sleep assessment resources" and "Lack of sleep intervention resources" (both 82%). The top three facilitators were: "Growing knowledge of importance of sleep in PT practice" (86%), "Shift in PT practice to emphasis on health promotion and wellness" (84%), and "Shift in PT practice to person-centered focus" (80%).

Conclusion: Understanding factors contributing to the "knowledge-to-action" sleep health gap in PT practice will aid in the development of strategies to mitigate the barriers and strengthen the facilitators.

Background: Competition for clinical education sites is a known challenge for academic programs in allied health education with clinical sites reporting a variety of reasons for declining to participate in clinical education. In 2022, the Clinical Education Task Force (now Clinical Education Committee, CEC) of the Association of Schools Advancing Health Professions embarked on a project with the objective of creating an evidence-based resource that could be used by multiple professions to support the case for site participation in clinical education.

Methods: A literature search was conducted to identify contemporary published works on the positive impact of student clinical education placements on clinical sites. The publications were reviewed and four overarching themes were identified: students add value, productivity, preceptor perception, and patient perception.

Results: A one-page infographic was created to feature the four identified themes. A QR code embedded into the infographic links to the citations on which the themes are based.

Conclusion: The one-page resource created by the CEC can be used to frame conversations about participation in clinical education, elevating the assertion of benefits from anecdotal to published-based claims. The resource is dynamic, as it can be updated continually as new information emerges and other information becomes outdated.

Background: Addressing provider attitudes associated with diabetes and social determinants of health (SDH) can help improve a patient's overall health and wellbeing. Empathy can improve patient care and outcomes. Cinematic virtual reality (Cine-VR) has been shown to positively affect student empathy. The purpose of this study was to measure and compare empathy and diabetes attitudes among physician assistant students following immersion in 12 virtual-reality video modules.

Methods: Students (n=57) completed the Diabetes Attitude Scale-version 3 (DAS-3) and Jefferson Empathy Scale (JES) before and after completion of the modules. Data were analyzed using paired t-tests to determine differences in scales from baseline to post.

Results: After viewing the 12 modules, four DAS-3 subscales significantly increased and the JES showed increases from baseline to post, although not significant.

Discussion: Utilization of a common virtual patient can help engage students in improving attitudes toward patients with diabetes experiencing SDH and enhancing empathy.

Aims: The purpose of this report was to describe an example of how to incorporate infographics as a group assignment in the entry-level physical therapy classroom to integrate course content and translate knowledge of research evidence.

Methods: This was a retrospective case report. Students developed their own infographics as a group assignment to present in the classroom. During course orientation and at the end of the course, students were asked to complete an optional survey about infographics.

Results: Fifty students completed the survey. All students (n=50) reported that they were attracted to visual information, and 74% (n=37) had used an infographic as an educational/informative tool. 74% (n=37) completed the post-intervention survey and found infographics valuable in reviewing course content. 95% (n=35) would consider using infographics as a learning and knowledge translation (KT) tool in the future.

Conclusion: These data validated students' interest in visual information and awareness about the use of infographics as an educational/informative tool. Health care educators may use innovative KT strategies, such as infographics, in the classroom to encourage students to develop competency in KT and dissemination of information.

Purpose: Restrictions in access and affordability of health care across the world limits global health. Pro bono physical therapy through service-learning in Doctor of Physical Therapy (DPT) curricula has been proposed to address these limitations. However, there is a lack of research regarding best practice. This study aims to evaluate the feasibility of improving global health in underserved populations by utilizing service-learning and pro bono PT through a systematic literature review.

Methods: Peer-reviewed articles were selected based on the following criteria: the study evaluated a service-learning and/or pro bono program utilizing PT students, the program included service to underserved populations and focused on global health, and the study included defined student and/or patient outcomes.

Results: The original search yielded 397 articles, of which 10 were selected for the final analysis. The strength of evidence for these 10 qualitative studies was determined. Service-learning and/or pro bono PT models varied across studies. Outcomes assessed focused on individual changes in the APTA Core Values Self-Assessment, student development, and community satisfaction.

Conclusion: Service-learning and pro bono models may improve global health in underserved populations. However, there is limited research between these models and improvement of global health. Service-learning and pro bono models should incorporate the use of the APTA's Core Values, address mentorship, and sustainability for all stakeholders.

Purpose: The inclusion of interprofessional education (IPE) is essential for the health professions curricula and establishes the expectation of collaborative patient-centered care. The COVID-19 pandemic has required educators to develop innovative methods for IPE student engagement. The purpose of this study was to evaluate a college-based virtual IPE activity for first-year health profession students and measure their interprofessional socialization and values (ISVS) toward IPE teams. The validated interprofessional socialization and valuing scales (ISVS-9A/9B) were used.

Methods: A one-group pre-post-test design examined health profession students' ISVS from seven health programs before and after a virtual IPE activity. The IPE activity was a case-study grounded in the Interprofessional Education Collaborative (IPEC) core competencies that addressed each of the student learners' professional roles.

Results: A total of 244 students and 122 students completed the ISVS-9A/9B, respectively. A significant increase in the average total ISVS-9A/9B scores was observed among all student learners for 85 matched pairs (5.27 ± 1.11 vs 5.56 ± 1.02, p=0.01). Participating students generally found the activity valuable to their learning.

Conclusions: The virtual composition of the IPE activity reduced logistical barriers and allowed for collaboration and awareness among students. Virtual IPE activities may be the cornerstone for interdisciplinary student engagement.

In 2018, the Clinical Education Task Force (CETF) of ASAHP presented five recommendations to address clinical education needs. In 2019, the ASAHP Interprofessional Education Task Force (IPTF) established a regional summit for academic and industry constituents to improve health professional education and training. This article describes the steps taken to render a one-day St. Louis regional summit to receive stakeholder feedback on the nationally published recommendations for clinical education. The electronic survey was distributed to potential summit attendees about the CETF recommendations. Data categories captured included demographic details and questions about priorities, use, and engagement with the recommendations, and one open-ended question for each of the recommendations invited respondents to provide feedback. There were 349 respondents: 34% clinical preceptors/coordinators/directors, 31% academic program faculty, and 18% administrators. Common themes included the establishment of common goals between academic programs and healthcare organizations for partnership building, better recognition of the value of interprofessional collaborative practice, and technology as vital to the evolution of the healthcare system. Future directions should include regional summit meetings to address the implementation of the CETF recommendations relative to regional and localized challenges. Consensus-building efforts should address the diversity in responses relative to interprofessional collaborative efforts and clinical education research.

The purpose of this article is to discuss the important role that Historically Black Colleges and Universities (HBCU) play in increasing diversity among Registered Dietitian Nutritionists (RDN). Increasing diversity in health professions can contribute to improved healthcare parity and increased research involvement for underserved populations. While the percentage of practicing RDNs has increased among several underrepresented groups, the percentages among African Americans (AA) have declined. From 1997 to 2020, the percentage of AA RDNs increased by 0.5% from 2.5% to 3.0%, while there has been a 15% decrease in the percentage of AA students enrolled in accredited nutrition and dietetics education programs and a 58% decrease in the number of "Blacks" admitted to dietetic internships over the past decade. Interventions are needed to reverse these trends. Recently, the Academy of Nutrition and Dietetics (AND) developed the "Inclusion, Diversity, Equity and Access (IDEA)" action plan to further their historical efforts to increase diversity in the field. This article discusses the barriers facing accredited nutrition and dietetics programs housed in HBCUs and some ways in which HBCUs are uniquely positioned to support the AND's IDEA plan.

Artificial intelligence (AI) technologies to help authors improve the preparation and quality of their manuscripts are increasing rapidly in number and sophistication, including tools to assist with writing, grammar, language, references, statistical analysis, and reporting standards. The release of ChatGPT, a new open source, natural language processing tool that is designed to simulate human conversation in response to prompts or questions, has prompted both excitement and concerns about potential misuse.

Objectives: While the Brief Coping Orientation to Problems Experienced (Brief COPE) is widely used in clinical and nonclinical populations, the reliability of its subscales is uncertain. This study aimed to establish and improve the construct validity and reliability of the Brief COPE in a cohort of Australian rehabilitation health professionals.

Methods: 343 rehabilitation health professionals completed the Brief COPE and a demographic questionnaire in an anonymous online survey. Principal components analysis was performed to identify the number of factors in the Brief COPE. Factors were interpreted against the theoretical constructs intended to underlie the instrument. Items loading on separate factors then underwent reliability analysis to determine internal consistency of subscales.

Results: Principal components analysis identified two dimensions (task-focused coping and distraction-focused coping) in a modified version of the Brief COPE, with appropriate construct validity and a high level of reliability (Cronbach's alpha: 0.72 to 0.82). The two dimensions were distinct from each other and accounted for over 50% of variance between items.

Conclusion: The modified Brief COPE scale is consistent with existing theories of coping, has demonstrated acceptable reliability and construct validity in a cohort of health professionals, and is appropriate for use in future studies of similar populations.