Journal of Allied Health最新文献

Poor sleep quality and nutrition are associated with impaired cognitive and emotional state. Athletic trainers often maintain a strenuous schedule, which may impact sleep and nutrition quality. The objective of this study was to examine the relationship between athletic trainers' sleep and nutrition quality with emotional and cognitive well-being. This cross-sectional study utilized an online survey sent to active certified athletic trainers working in a multitude of clinical settings. The survey included the Pittsburgh Sleep Quality Questionnaire, Short Healthy Eating Index Questionnaire, Cognitive Assessment Questionnaire and Patient Health Questionnaire. Among the 148 responses, mean participant scores showed low sleep quality, below average nutrition scores, risk for depression, but normal cognition. Correlational analysis revealed several statistically significant correlations. Sleep quality and cognitive function showed a positive association (p<0.001, r=0.274). Sleep quality also had a positive relationship with emotional state (p<0.001, r=0.563). Nutrition did not have significant relationships with cognitive function or depression in the sampled population. The data suggest sleep quality may have an impact on athletic trainers' cognitive function and emotional state.

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).

Purpose: Physical therapist (PT) education programs utilize holistic admissions practices. However, there persists an underrepresentation of students from diverse groups. Thus, this study aimed to assess the relationships between and predictability of applicant cognitive measures, racial/ethnic identity, and socioeconomic indicators with the number of offers of admission to PT programs.

Methods: Deidentified applicant data from the 2019-2020 application cycle was obtained from the Physical Therapist Centralized Application Service. Applicant cognitive variables included grade point average (GPA) and Graduate Record Examination (GRE). Sociodemographic variables included applicants' racial/ethnic identity and three socioeconomic indicators: 1) economic background represented by family income, 2) educational background by family education attainment and primary language, and 3) environmental background by the median income of their high school zip code. Factorial analysis of covariance compared the number of admission offers by racial/ethnic identity and the three socioeconomic indicators. The ability of applicant variables to predict the number of offers of admission was assessed using hierarchical multiple regression.

Results: Applicants whose family income was above 150% of the federal poverty level and identified with a non-underrepresented racial and ethnic group (non-UREG) had greater numbers of offers of admission. Applicants from an advantaged educational background who identified with a non-UREG group also had more admission offers. Only the cognitive measures were significant predictors of the number of offers of admission.

Conclusion: The findings of this study suggest that PT programs continually rely on cognitive measures in admissions decisions. Programs may consider evaluating applicants' socioeconomic background and the impact of racial/ethnic identity on their individual experiences.

Individuals living in underserved communities often have difficulty being physically active, and there is limited research on how allied health professionals can change this. This study aimed to determine if an intersectoral academic-community partnership could implement a Walk With a Doc (WWAD) program in an underserved community. A city Housing Authority, Health Department, and Doctor of Physical Therapy (DPT) academic program conducted a WWAD program in a housing unit in a severely disadvantaged neighborhood. In an 8-week pilot, nine participants walked 46.7 km over 50 attendances. A commitment to regular communication between partners and participants was key to the success of the WWAD intervention, which continues to this day. A WWAD program was successfully implemented, and a strong working relationship focused on the health and wellness of an underserved population was created through this academic-community partnership. An intersectoral partnership can successfully implement a WWAD program in an underserved community. The success of this partnership highlights an opportunity for health science professionals to help underserved communities be more physically active.

Literature from other healthcare professions has investigated underrepresented students' experiences during clinical education (CE), yet the physical therapy literature contains limited studies highlighting bias during students' CE experiences. This study explored the prevalence, magnitude, frequencies, and perceptions of racial bias (RB) and racial microaggressions (RM) that Doctor of Physical Therapy (DPT) students experienced during their first full-time clinical education experience (FFCE). An anonymous survey was created based on validated RB and RM tools, and results analyzed with descriptive and inferential statistics. Qualitative information was examined using content analysis. Data from 231 surveys revealed that 56 (24.2%) participants reported experiencing RB and 39 (17.9%) experienced RM. Underrepresented minority students reported significantly higher prevalence, magnitude, and frequency of RB and RM compared to White students. Three qualitative themes emerged: protection of self, protection of others and prevention, and uncertainty regarding the appropriate professional response. DPT students experience and witness RB and RM during FFCE. Academic and clinical partners must recognize these acts, create training resources, and develop reporting mechanisms for all health education students.

Background: This exploratory study examines the use of the AI tool ChatGPT in improving survey development. The study evaluates AI's ability to ensure validity and optimize wording, providing a potential new tool in survey creation.

Methods: Two surveys related to anti-racism in medical education were developed and imputed into ChatGPT to request validation, clarification, and suggestions on wording.

Results: ChatGPT provided quick and extensive output, correctly identifying each survey's goals and suggesting improvements. Target group validation provided specific contextual feedback, emphasizing the value of focus groups in addition to AI models in survey development.

Conclusion: While ChatGPT offered quick suggestions, its lack of contextual understanding highlighted the complementary nature of both AI and human input in survey development.

Aims: 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.

Methods: 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.

Results: 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.

Conclusion: 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.

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.

Aims: Holistic admissions review requires efforts at institutional and individual levels to dismantle traditional and inequitable practices. Optimal training for holistic admissions reviewers includes bias awareness and mitigation. The objective of this study was to describe and characterize the strategies used to standardize, implement, and evaluate implicit bias training during an entry-level physical therapy program graduate admissions cycle.

Methods: Holistic admissions reviewers (n=22) at a physical therapy education program were provided standardized training for bias awareness and mitigation. Planning efforts included a literature search of common biases in admissions processes, effective bias mitigation strategies, and training approaches. Implementation included multimodal training materials with repetition and consistency.

Results: Reviewers completed a post training survey administered to assess implicit bias mitigation knowledge prior to training and experiences utilizing mitigation strategies during the cycle. All reviewers reported participation in training, with very good to excellent application of bias mitigation strategies during the process. Sustainability strategies are identified at the program, university, and professional level.

Discussion: The results of this study demonstrate a well-planned implementation of implicit bias training was well-received and successfully adopted by admission reviewers. Quality improvement and implementation frameworks can be applied to assure standardization and sustainability.

Background: To prepare health and social care learners for collaborative care, academic and industry partners must implement interprofessional education and the Interprofessional Education Collaborative's Core Competencies for Interprofessional Collaborative Practice, updated in 2023 (version 3).

Methods: The Association of Schools Advancing Health Professions (ASAHP) hosted a Summit using their Stakeholder Engagement Model. During the Summit, we examined the challenges and action strategies between academic and industry partners to better implement the Core Competencies for Interprofessional Collaborative Practice into their learners' education. Data analysis included a quantitative pre-Summit survey and qualitative inductive thematic analysis of Summit discussions.

Results: Participants ranked Teams and Teamwork as the most difficult competency to implement. Qualitative results highlighted challenges and strategies related to the healthcare organization, knowledge translation, generational differences, and administrative and financial support.

Conclusion: Continued partnerships, training, and administrative support are needed to improve the implementation of the core IPEC competencies.