Journal of Allied Health最新文献

The U.S. healthcare system faces a critical shortage of allied health professionals, exacerbated by the COVID-19 pandemic and workforce retirement. The University of Texas MD Anderson Cancer Center (MDACC) has developed the Student Talent Advancing Retention Success (STARS) program to mitigate the impact of the shortage. In this study, we discussed a graduate workforce retention model that involves the collaboration between the School of Health Professions and the Division of Diagnostic Operations at the MDACC. The program is designed to address the challenge of a shortage of radiologic technologists workforce and to support the institution's strategic vision for geographic expansion. The STARS program targets shortages in medical imaging specialties like radiologic technology, MRI, CT, and interventional radiology. The primary objective of the STARS program is to enhance the resilience of MD Anderson's patient access to imaging services, ultimately contributing to overall organizational improvements. The STARS program achieved a 100% graduate retention rate and significant return on investment (ROI). Retention of the program participants yielded cost savings for the department by contributing to the elimination of the recruitment fees paid to employment agencies for hiring new technologists, decreased orientation time, and reduced overtime payments to technologists for shift coverage. This partnership model demonstrates a sustainable workforce development approach in healthcare. Integrating academic and clinical operations provides a replicable model for addressing healthcare staffing and workforce development challenges.

Background: People experiencing homelessness often have complex health issues. To provide optimum care to this group, additional training may be needed by health professionals such as physiotherapists, the need for which is not well known. The aim of this study was to assess the unmet training needs of physiotherapists with regards to managing people who are homeless.

Methods: An online survey tool was distributed via Twitter. The online survey tool evaluated previous training and perceived training needs.

Results: 203 responses were received. Over half (54.2%, n=110) had treated people who are experiencing homelessness in the previous 12 months, yet over one-third (38.9%, n=79) received no relevant training. The most common form of training was 'conflict resolution' (n=81, 39.9%) followed by 'de-escalation techniques' (n=46, 22.7%). Specific training needs identified centred around community support on discharge (n=49), discharge options (n=41) and social supports (n=38).

Conclusion: As a training need was identified, context-specific training should be embedded in routine practice for physiotherapists and other healthcare professionals who manage people experiencing homelessness.

Objective: To provide insights into Advanced Practice Registered Nurses (APRNs) and Physician Assistants/Physician Associates (PAs) mentorship for both professional and personal satisfaction in mentee-mentor relationships.

Methods: A survey was sent via email to all APRNs and PAs at a single academic medical center. The univariable analysis included chi-square and Kruskal-Wallis tests to compare those with and without a mentor. The multivariable analysis determined if any selected factors were independent predictors of factors associated with mentorship.

Results: The response rate was 32.4% (n = 934), and 185 (19.8%) respondents identify having a mentor. Multivariable analysis shows those with a mentor were more likely to function as a mentor (OR 1.8 [1.2-2.7], p = 0.003), have an academic rank of assistant professor or higher (OR 2.9 [1.7-4.9], p = 0.001), be <45 years old (OR 2.6 [1.6-4.2], p<0.001), and be <10 years into their career (OR 1.8 [1.2-2.8], p = 0.006). Those with a mentor were more likely to be satisfied with mentorship (84.3% vs 25.1%, p < 0.001) and agree mentorship was important for academic success (80.5% vs 7.3%, p < 0.001) and attaining leadership positions (69.7% vs 48.2%, p < 0.001).

Conclusion: This study demonstrates that mentorship for APRNs and PAs is notable and can affect academic and career satisfaction. Future research may explore more profound organizational and professional benefits of mentorship among APRNs and PA.

Purpose: The purpose of this study was to assess resiliency, anxiety and depression across 3 doctor of physical therapy (DPT) cohorts in the United States.

Methods: This study was a cross-sectional survey that included a voluntary online survey containing questions on demographics, Connor Davidson Resilience Scale (CD-RISC 25), and Hospital Anxiety and Depression Scale (HADS). Descriptive statistics, Student's t-test (two-tailed), X2 analysis and Fisher's exact test were used for data analysis. ANOVA analysis was performed to compare three or more group means on a single response variable.

Results: Of the 202 DPT students who were invited to participate in this survey, 155 responded for a response rate of 77%. Of the 155 students who completed the survey, 63% were positive for symptoms of anxiety (mean, SD: 9.3, 4.0), while only 20% were positive for symptoms of depression (5.0, 3.0). Overall, 77% of the students had low resilience scores (72.0, 12.0), defined as a score of < 82 on the CD-RISC.

Conclusion: Lower levels of resilience are associated with elevated psychological symptoms in DPT students. Future research is needed to understand the generalizability of these findings and to determine whether adding resilience training to the formal curriculum will improve the psychological health of students.

Medical laboratory scientists (MLS) are essential to patient care, providing vital analytical data for diagnostic decisions. Despite this, MLS remains a low-visibility profession. This study explores how a 20-minute interprofessional education (IPE) intervention influences students' awareness of MLS when placed in interprofessional student groups with a MLS guest health professional during a 20-minute Zoom discussion. The guest professionals shared their roles, discussed collaborating with other patient care team members, and answered student questions. Secondary data from 2022 and 2023 student evaluations completed following the IPE session were analyzed using qualitative coding for emergent themes to explore the awareness and perceptions of MLS roles, responsibilities, and their value in patient care of non-MLS students assigned to a group with an MLS guest health professional presenter. Four themes emerged including awareness of the MLS profession, scope of practice, collaboration in healthcare, and value of the MLS role in patient care. Descriptive statistics demonstrated that students positively perceived the introductory IPE session and valued IPE overall in their health program curricula. Exposure to MLS, a low-visibility profession, through a brief IPE intervention enhanced students' aware¬ness of the MLS profession, scope of practice, collaborative efforts, and value in patient care.

Artificial intelligence (AI) increasingly has been integrated into medical publishing. As expressed in a recent publication, serious concerns persist regarding ethical implications, authorship attribution, and content reliability. Clearly, AI has a significant role to play in the realm of publications in periodicals, including the Journal of Allied Health (JAH). Some members of the JAH editorial board recently considered the following kinds of questions: when a paper is submitted, is it worthwhile to determine if the author(s) used AI in any way when preparing it? If so, how relevant is it to identify (a) which portions of the manuscript are involved, and (b) are proper acknowledgements being included in the list of references? Similarly, should these concerns also be applied to peer reviewers so that it also becomes apparent which portions of their respective analyses represent genuine personal contributions and which have been acquired from AI?

The researcher applied an educational law framework, known as FIRAC, to guide a systematic review of program effectiveness metrics of commonly identified allied health educational programs. Programmatic or discipline-specific accreditation standards were examined to identify the respective program effectiveness metrics. A metrics comparison table enabled an analysis of similarities and differences across the various allied health disciplines. The systematic review and collation of key program effectiveness metrics for each researched allied health profession provided the quantitative and qualitative dataset in which to apply a framework, well-versed in the educational law realm, known as the FIRAC framework. The study findings provide a unique and new approach to conceptualizing the multi-faceted programmatic variances of allied health educational programs. The comprehensive analysis aids academic administrators and educators in gaining a better understanding of the similarities, differences, formal implications, and perhaps even legal considerations associated with the accreditation standards related to program effectiveness. From this research, admissions and student retention and progression strategies, as well as practice or patient care implications, may be gleaned from the systematic analysis of the outcome metrics as formatted in the context of the FIRAC framework.

Purpose: The novel coronavirus disease 2019 (COVID-19) presented new and unanticipated challenges to clinical training including Doctor of Audiology graduate programs. The purpose of this study was to investigate the impact of COVID-19 on audiology clinical training experiences in the United States.

Methods: A cross-sectional survey was administered to Directors of Clinical Education, preceptors, and students on their final year of clinical training (externs) during the second wave of the COVID-19 pandemic (Nov 2021-Mar 2022).

Results: 70% of Directors of Clinical Education reported a decrease in the number of available options for off-campus clinical placements. Preceptors noted a decrease (40%) in the number of days their clinic was willing to take a student as well as a decrease (37%) in the number of working hours for students. There was also a notable decrease in the number of externship (40%) and internship (53%) positions offered. Most externs agreed that the COVID-19 pandemic increased their stress level in various aspects including the externship experience, meeting deadlines, and financially.

Conclusion: This study provides educational insights regarding the challenges in clinical education during COVID-19 that need to be addressed to improve clinical experiences for students and adapt new methods in similar challenging situations in the future.

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.

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.