Journal of Allied Health最新文献

Healthcare education programs often engage in learning activities that attempt to simulate the lived experiences of persons with disabilities (PWD). While well-intentioned, these activities can often result in negative consequences, counteracting the stated goals of the activity, including increased empathy and respect for disabled individuals. Health educators have an opportunity to shift attitudes about individuals with disabilities through mindful framing of learning activities that center lived experiences of individuals and promote anti-ableism.

Social justice education (SJE) prepares clinicians to provide patient-centered care. Our purpose was to assess SJE in CAATE-accredited, post-baccalaureate professional athletic training programs. We used a cross-sectional, online survey. Individuals (n=215) in their last year of post-baccalaureate professional education or those who were within 6 months post-graduation participated. The survey included closed and open-ended questions regarding types of education, topics of education, perceived confidence, and levels of agreement regarding identifying, addressing, and applying social justice concepts. Students from different cultural ethnicities reported having different educational experiences relative to their formal and informal instruction. Significant differences were identified between cultural ethnicity groups on perceptions of professors' knowledge (p<0.001), preceptors' knowledge (p<0.001), and agreement their program prepared them to address social justice issues (p<0.001). Two domains emerged from the open-ended responses: 1) social justice defined and 2) educational needs. Participants described social justice as equality, equity, and justice for minoritized people. Participants described SJE as not occurring or limited, and they expressed a desire for active practical experiences from heterogeneous and unbiased sources. As programs move to incorporate CAATE standards, more frequent and varied SJE is expected from minoritized students.

Purpose: This study aimed to identify preadmission cognitive and noncognitive factors affecting first-year doctor. of physical therapy (DPT) students' academic success.

Methods: A retrospective, predictive, correlational study was conducted on 220 first-year DPT students. Variables included grade point averages (GPAs), Graduate Record Examination (GRE) scores, Maslach Burnout Inventory scores (exhaustion, cynicism, self-efficacy), and first-year GPA.

Results: Undergraduate GPA and GRE scores had weak-to-moderate correlations with academic performance. Exhaustion and self-efficacy significantly increased over the first quarter and predicted first-quarter GPA. Self-efficacy predicted first-year GPA. Students from racial and ethnic minority (REM) groups were at higher risk of taking a leave of absence (LOA) during the first year.

Conclusion: Burnout, especially self-efficacy, impacts DPT students' academic success. REM students face a higher LOA risk, highlighting the need for improved support services.

The COVID-19 pandemic triggered the mass transition of tertiary education to virtual delivery or a hybrid learning approach. This scoping review aims to identify the nature and extent of the current literature on how the COVID-19 pandemic impacted the allied health student education experience and the delivery of teaching and learning materials. A scoping review, performed following the PRISMA-ScR guidelines, was conducted for standard databases and the grey literature published after 2019 that focused on allied health education. Study quality was critically appraised and narrative analysis was performed. Of 6,509 papers identified from the literature search, a total of 68 articles were selected for data extraction. Out of the final 68 studies selected for inclusion in the scoping review, all universities were impacted by the transition to virtual or hybrid learning. Students reported that virtual learning increased flexibility and examinations were considered less stressful. Negative aspects of virtual learning were health issues such as anxiety and depression, technical difficulties, and the lack of interaction with peers and educators. Overall, the studies included in the scoping review reported that allied health students preferred conventional face-to-face learning opportunities over virtual learning experiences. High student satisfaction levels in institutions using a hybrid approach were common. Further research is needed on a wider range of educational experiences (e.g., placements and academic performance).

Stakeholders in health science education engage in site visits during student clinical education experiences, which may occur in person or remotely via videoconference, telephone, or email. Significant variability in practice highlights the need for a more consistent approach to conducting site visits based on evidence-based best practices. Site visits can be burdensome to both clinical and academic stakeholders considering the significant time and resources needed to conduct them effectively. Despite these obstacles, site visits have been shown to add value to the clinical experience for all parties involved. This paper presents the available literature in health science education regarding clinical site visits and describes how it was used to develop and implement a model of best practice for conducting clinical site visits in physical therapist education. The Site Visit Decision-Making Model is based upon findings from contemporary research exploring the interests of each stakeholder, as well as the multifaceted and purposeful decision-making process that takes place when conducting site visits in physical therapist clinical education. Implementation of this model may assist academic stakeholders in health science education in prioritizing which methods of communication for conducting site visits are most effective and efficient.

Engagement of all students in an interprofessional learning activity is crucial to the overall success of the event. Due to limited diversity of healthcare disciplines, academic programs on regional medical campuses face particular challenges to create events where all students can have an active role in learning experiences. To meet the interprofessional education needs of all healthcare disciplines on a regional medical campus, a learning event was designed to purposefully involve each group of students to solve an escape room/scavenger hunt experience. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) was utilized to assess the learning experience. All ICCAS metrics increased pre- to post-evaluation, suggesting the learners found the experience to be valuable. This paper describes the process for creation and implementation of an active learning experience with targeted healthcare disciplines for inclusion and engagement of all students.

Background: Student debt has become a significant problem for the profession of physical therapy. Higher debt levels can impact mental health and professional and personal decisions. The American Physical Therapy Association (APTA) has recommended improving physical therapy students' financial literacy. The purpose of this pilot study was to assess financial knowledge and anticipated student debt in Doctor of Physical Therapy (DPT) students entering two programs.

Methods: A financial knowledge survey consisting of 24 questions assessing 4 domains was disseminated by two methods to matriculating DPT students. Additional questions gathered demographic information, self-assessment of financial knowledge, anticipated student debt at graduation, and awareness and utilization of APTA financial resources.

Results: Survey response rate was 80%, with 125 students completing the survey. The mean score was 57% of questions answered correctly. 61% of students estimated loan amounts at graduation to be > $80,000, 46% > $100,000 and 18% > $150,000. 85% of students either had no awareness of the APTA financial education platform or had not accessed it.

Discussion: Scores were above those in previous studies on health professions students, but student loan literacy scores were below those of other college students. Due to the high amounts of anticipated education debt, DPT programs should increase awareness of APTA financial education resources and incorporate financial literacy education into their curricula.

Empathy is an important human response and contributes to effective interpersonal relationships. Empathy found in the classroom, specifically demonstrated by faculty in higher education, may impact student performance and outcomes. This qualitative study investigated how instructors (defined in this study as any faculty rank) in healthcare disciplines and higher education define and demonstrate empathy in the classroom. In addition, this study explored instructors' self-perceived empathy and factors that impact their empathy development. A purposive sample of instructors across four universities in undergraduate and graduate academic programs and from various healthcare professions, including nutrition and dietetics, nursing, physical therapy, and physician assistant programs, were invited to participate. Twenty-nine semi-structured virtual interviews were conducted, each lasting about 1 hour. Thematic analysis was completed using the interview data and NVivo v20 software. Three major themes were identified: 1) empathy is multidimensional, 2) empathy can be demonstrated in multiple ways, and 3) self-perceived levels of empathy evolve and are influenced by personal experiences. Subthemes were identified regarding how empathy was defined and demonstrated. Future research should include the development of a self-administered tool to measure self-perceived empathy in higher education and investigate empathy and student outcomes.

In the Summer 2024 issue, in the paper by Hochman et al. (p. e115), an incorrect version of Figure 3 appeared on page e121 in the originally published version of the paper. The corrected version of the paper including Figure 3 was posted on the journal website on 7-June 2024.

The clinical phase of health professions programs encounters certain challenges that need to be dealt with to achieve desired competencies. It is beneficial to both students and clinical educators, or preceptors, when these challenges are identified and addressed. A 48-question survey was deployed by the American Society for Clinical Pathology (ASCP) to thousands of clinical educators in the laboratory professions over a 6-week period. The response rate was 6.33% (n=207). Respondents included medical laboratory scientists (43%), medical laboratory technicians (8.2%), phlebotomists (21.7%), clinical laboratory assistants (0.5%) and other laboratory professionals (26.6%) including blood bank specialist, lab manager, blood bank manager, supervisor, etc. This paper reviews two survey questions, a multi-select question and an open-ended question, that are aimed at assessing challenges preceptors face while training students. The multi-select question consisted of a list of potential limitations (time, resources, compensation, staffing, other). Results from the multi-select question indicated that nearly 7.7% (16/207) of respondents have no limitations to training students at their facilities; however, 57% (118/207) indicated staffing issues, 56% (116/207) indicated time constraints, 35.3% (73/207) noted resource limitations, 25.1% (52/207) reported lack of compensation, and 7.2% (15/207) selected "other" limitations. The open-ended question asked what challenges they encountered as clinical educators and was analyzed by thematic analysis. Emergent themes included time (23.7%, 49/207), student engagement (13.5%, 28/207), staffing issues (6.8%, 14/207) and resources (2.9%, 6/207). Collectively, the synthesis of these two questions indicate that the most pressing challenges revolve around constraints in time, inadequate staffing, challenges in effectively engaging and maintaining student motivation, and sustaining focus essential for the successful acquisition of expertise required for laboratory professionals. By identifying the major challenges experienced by clinical educators, this research also reveals the areas where clinical educators need health care administrative support and academic support from faculty.