Concussion最新文献

Aim: Difficulty understanding speech following concussion is likely caused by auditory processing impairments. We hypothesized that concussion disrupts pitch and phonetic processing of a sound, cues in understanding a talker.

Patients & methods/results: We obtained frequency following responses to a syllable from 120 concussed and 120 control. Encoding of the fundamental frequency (F0), a pitch cue and the first formant (F1), a phonetic cue, was poorer in concussed children. The F0 reduction was greater in the children assessed within 2 weeks of their injuries.

Conclusion: Concussions affect auditory processing. Results strengthen evidence of reduced F0 encoding in children with concussion and call for longitudinal study aimed at monitoring the recovery course with respect to the auditory system.

Aim: To examine the impact of concussion on objective measures of school performance.

Materials & methods: Population-based matched cohort study using linked health and education records of young people aged ≤18 years hospitalized with concussion in New South Wales, Australia, during 2005-2018, and matched comparisons not hospitalized with any injury.

Results: Young people with concussion had higher risk of not achieving the national minimum standards for literacy and numeracy assessments, ranging from 30% for numeracy to 43% for spelling, and not completing high school, ranging from 29% for year 10 to 77% for year 12, compared with matched peers.

Conclusion: Young people hospitalized with concussion have impaired school performance compared with uninjured matched peers.

Aim: To understand sex differences and sources of concussion education for college students. The literature for college students primarily focuses on sports concussions and general knowledge. Understanding how non-students-athletes learn is critical to developing interventions to improve concussion knowledge.

Participants: A random sample of 208 students from four-year institutions.

Methods: A 22-question online survey explored postsecondary students' current knowledge and education regarding concussions.

Results: Findings indicated that sex differences emerged with concussion knowledge and sources of concussion knowledge (e.g., leaflets, pamphlets, parents, and television). The top choices for where they wanted to learn about concussions were health educators, health centers, and campus peer educators.

Conclusion: This study provides an initial evaluation and implications for future research on providing concussion education.

Aim: Continuing medical education (CME) informs physicians on current research. The Concussion Awareness Training Tool (CATT) provides education on concussion diagnosis and treatment. The aims of this study were to explore physician CME practices and preferences, understand barriers and facilitators to implementing the CATT as CME, and provide recommendations.

Materials & methods: Physicians in British Columbia, Canada participated in an online survey and telephone interview. Descriptive analysis of quantitative data, and text-based data analysis were undertaken to identify themes.

Results: Barriers included lack of time and awareness of the resource. Facilitators were its ease of use, accessibility, conciseness and comprehensiveness.

Conclusion: The perceptions of barriers and facilitators reported by physicians are important to understand and better promote the use of the CATT.

Aim: This study investigates if scores on the Balance Error Scoring System (BESS) are affected when administered remotely.

Materials & methods: Participants included 26 undergraduate students, aged 19-32 (mean: 21.85 ± 2.95). Each participant received the BESS test remotely and in person, and scores on each were compared. To minimize potential practice effects, participants were randomly assigned to two equal sized groups to take the BESS remotely first or in person first.

Results: The mean difference between scores for the remote and in-person assessments was 0.711 (95% CI: 0.708-2.131). There was no significant difference between scores (p = 0.312) indicating the BESS maintains reliability when administered remotely.

Conclusion: Administration of the BESS remotely was possible without any significant challenges.