Pub Date : 2023-01-04DOI: 10.46743/1540-580x/2023.2196
Blaise AUdre Barrientos, Alyanna Freyse Bandajos, Erika Faye Bucog, Rosse Velle Mauro, Paolo Miguel Bulan
Purpose: Occupational therapists (OTs) handle children diagnosed with autism spectrum disorder (ASD), and a common concern is how their sensory processing issues affect their feeding habits. There is limited information regarding interventions about this issue both locally and internationally. This study aims to know the experiences of OTs providing feeding interventions associated with sensory issues for children with ASD. It will also describe what approaches they used for these interventions. Method: Qualitative phenomenology using in-depth interviews with nine OTs in Cebu, Philippines was conducted, and data underwent thematic analysis. Results: Five themes emerged: 1) a family that feeds together, stays together, 2) key to mealtime challenges, 3) root of mealtime challenges, 4) highs and lows of a therapist on feeding interventions, and 5) teletherapy as a sign of times. Conclusion: OTs and parents look at foundational skill deficits of a child with ASD and relate the said skill deficits to mealtime behaviors and challenges. Results provided in-depth description of what current intervention approaches the selected therapists choose and how they are applied and combined in targeting feeding concerns and sensory issues that relate to feeding. Handling feeding issues is also an opportunity for OTs to work with other healthcare professionals.
{"title":"Mealtime Experiences of Children with Autism Spectrum Disorder from the Perspectives of Filipino Occupational Therapists in Cebu: Implications for Practice","authors":"Blaise AUdre Barrientos, Alyanna Freyse Bandajos, Erika Faye Bucog, Rosse Velle Mauro, Paolo Miguel Bulan","doi":"10.46743/1540-580x/2023.2196","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2196","url":null,"abstract":"Purpose: Occupational therapists (OTs) handle children diagnosed with autism spectrum disorder (ASD), and a common concern is how their sensory processing issues affect their feeding habits. There is limited information regarding interventions about this issue both locally and internationally. This study aims to know the experiences of OTs providing feeding interventions associated with sensory issues for children with ASD. It will also describe what approaches they used for these interventions. Method: Qualitative phenomenology using in-depth interviews with nine OTs in Cebu, Philippines was conducted, and data underwent thematic analysis. Results: Five themes emerged: 1) a family that feeds together, stays together, 2) key to mealtime challenges, 3) root of mealtime challenges, 4) highs and lows of a therapist on feeding interventions, and 5) teletherapy as a sign of times. Conclusion: OTs and parents look at foundational skill deficits of a child with ASD and relate the said skill deficits to mealtime behaviors and challenges. Results provided in-depth description of what current intervention approaches the selected therapists choose and how they are applied and combined in targeting feeding concerns and sensory issues that relate to feeding. Handling feeding issues is also an opportunity for OTs to work with other healthcare professionals.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135500567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-04DOI: 10.46743/1540-580x/2023.2314
Philippa Friary, Suzanne Purdy, Lindy McAllister, Mark Barrow, Rachelle Martin
Introduction: All healthcare workers are responsible for patient safety and quality improvement and need to “speak up” to communicate issues. As healthcare systems strain under the impact of reduced staffing and workloads increase, allied health new graduates are feeling under pressure and unsupported. Understanding their experiences of speaking up as they transition into the workforce will identify what support they require to fulfil their patient safety and quality improvement responsibilities. Method: An exploratory study was conducted to investigate how new graduates in allied health speak up. Informed by a realist theoretical position, this study was interested in what contexts and resources support new graduates to speak up or not. Two different focus groups with allied health new graduates were used to collect data. Reflexive thematic analysis was employed to draw out key themes and sub-themes. Results: Three main themes were generated –advocacy drives speaking up, scaffolding, and transition impact. Further analysis identified context-mechanism-outcome configurations which were then developed into an initial programme theory. Conclusion: Further in-depth exploration of speaking up behaviour with allied health new graduates will inform leaders within education and workplace settings about ways to develop confident and competent professionals who can speak up for patient safety and quality improvement.
{"title":"Speaking up in Healthcare: An Exploration of the Allied Health New Graduate Workforce","authors":"Philippa Friary, Suzanne Purdy, Lindy McAllister, Mark Barrow, Rachelle Martin","doi":"10.46743/1540-580x/2023.2314","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2314","url":null,"abstract":"Introduction: All healthcare workers are responsible for patient safety and quality improvement and need to “speak up” to communicate issues. As healthcare systems strain under the impact of reduced staffing and workloads increase, allied health new graduates are feeling under pressure and unsupported. Understanding their experiences of speaking up as they transition into the workforce will identify what support they require to fulfil their patient safety and quality improvement responsibilities. Method: An exploratory study was conducted to investigate how new graduates in allied health speak up. Informed by a realist theoretical position, this study was interested in what contexts and resources support new graduates to speak up or not. Two different focus groups with allied health new graduates were used to collect data. Reflexive thematic analysis was employed to draw out key themes and sub-themes. Results: Three main themes were generated –advocacy drives speaking up, scaffolding, and transition impact. Further analysis identified context-mechanism-outcome configurations which were then developed into an initial programme theory. Conclusion: Further in-depth exploration of speaking up behaviour with allied health new graduates will inform leaders within education and workplace settings about ways to develop confident and competent professionals who can speak up for patient safety and quality improvement.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"252 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135500564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: To explore the impact of ethnicity on clinical readiness and performance among Doctor of Physical Therapy (DPT) students, as determined by 1) Physical Therapist Self-Efficacy (PTSE) score, 2) self-confidence treating patients, and 3) final American Physical Therapy Association (APTA) Clinical Performance Instrument (CPI) clinical reasoning and summative ratings during clinical experiences. Methods: This study is a survey-based, descriptive, and exploratory cross-sectional research design involving sample of 211 DPT students evaluated for differences across ethnic students’ groups 1) PTSE score during student clinical experiences, 2) confidence with treating initial and subsequent same-patient visits, and 3) final CPI clinical reasoning and summative scores during clinical experiences. Results: Kruskal-Wallis test showed no difference across ethnic groups (American Indian or Alaskan Native, Asian/Pacific Islander, Black or African American, Hispanic, White or Caucasian, prefer not to answer, and multiple ethnicity) in 1) clinical reasoning self-efficacy (PTSE), n=211, p=.438; 2) confidence treating at initial visit n=211, p=.088 and subsequent patient visits n=211, p=.584; and 3) clinical performance on the CPI for clinical reasoning n=211, p=.273 and summative n=211, p=.189 scores. Conclusions and Recommendations: All ethnic groups demonstrated strong clinical readiness and performance during each clinical experience level. Ethnic groups did not differ on clinical reasoning self-efficacy or confidence treating patients. Although the gap appears to be closing, there continues to be underrepresentation of ethnic groups in DPT programs. We recommend investigating factors impacting underrepresentation of ethnic groups in DPT academic programs to explore initiatives to close the diversity gap and best match societal representation.
{"title":"Ethnicity Does Not Impact Physical Therapy Students’ Clinical Readiness and Performance, a United States Exploratory Study","authors":"Derrick Campbell, Jean-Michel Brismee, Brad Allen, Troy Hooper, Manuel Domenech, Kathleen Manella","doi":"10.46743/1540-580x/2023.2225","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2225","url":null,"abstract":"Purpose: To explore the impact of ethnicity on clinical readiness and performance among Doctor of Physical Therapy (DPT) students, as determined by 1) Physical Therapist Self-Efficacy (PTSE) score, 2) self-confidence treating patients, and 3) final American Physical Therapy Association (APTA) Clinical Performance Instrument (CPI) clinical reasoning and summative ratings during clinical experiences. Methods: This study is a survey-based, descriptive, and exploratory cross-sectional research design involving sample of 211 DPT students evaluated for differences across ethnic students’ groups 1) PTSE score during student clinical experiences, 2) confidence with treating initial and subsequent same-patient visits, and 3) final CPI clinical reasoning and summative scores during clinical experiences. Results: Kruskal-Wallis test showed no difference across ethnic groups (American Indian or Alaskan Native, Asian/Pacific Islander, Black or African American, Hispanic, White or Caucasian, prefer not to answer, and multiple ethnicity) in 1) clinical reasoning self-efficacy (PTSE), n=211, p=.438; 2) confidence treating at initial visit n=211, p=.088 and subsequent patient visits n=211, p=.584; and 3) clinical performance on the CPI for clinical reasoning n=211, p=.273 and summative n=211, p=.189 scores. Conclusions and Recommendations: All ethnic groups demonstrated strong clinical readiness and performance during each clinical experience level. Ethnic groups did not differ on clinical reasoning self-efficacy or confidence treating patients. Although the gap appears to be closing, there continues to be underrepresentation of ethnic groups in DPT programs. We recommend investigating factors impacting underrepresentation of ethnic groups in DPT academic programs to explore initiatives to close the diversity gap and best match societal representation.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135500559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-04DOI: 10.46743/1540-580x/2023.2243
Bryce DuBois, Taylor Clemmer, Colleen Chancler, Mark Paterson, Lynne Sturgill, Jill Black
Purpose: The COVID-19 pandemic of 2020 led to a multitude of adjustments in physical therapist education. This article will describe the delivery model pivot that a student-run pro bono clinic made to sustain client care and student experience. The change in delivery model also led to a change in care model. The purpose of this study is to explore the impact that the change in delivery and care model within the student-run pro bono clinic had on student readiness for a first formal clinical education experience. Methods: This qualitative investigation utilized participant journals and a focus group to capture participants’ reflections and experiences in the first four weeks of their full-time clinical experience. Content analysis guided the research team in the data analysis. Triangulation, an audit trail, reflexivity, and member checking further enhanced confirmability of findings. Results: Seven participants kept journals and participated in the focus group. Six categories of impact emerged, three because of the change in delivery to telehealth and three due to the change in care model which led to increased continuity of care. The three categories related to telehealth included 1) impact on clinical skills, 2) facilitating communication, and 3) window into their home. The three categories specific to increased continuity of care included 1) clinical reasoning skills, 2) documentation, and 3) client rapport. Conclusions: Telehealth and the increased continuity of care presented advantages and disadvantages to student readiness. Post pandemic, student leaders should consider ways in which they might retain the positive outcomes of the switch in delivery and care model while resuming care in-person.
{"title":"A Pro Bono Physical Therapy Clinic’s Pandemic Pivot to Telehealth and Its Impact on Student Readiness for a First Full-Time Clinic Experience","authors":"Bryce DuBois, Taylor Clemmer, Colleen Chancler, Mark Paterson, Lynne Sturgill, Jill Black","doi":"10.46743/1540-580x/2023.2243","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2243","url":null,"abstract":"Purpose: The COVID-19 pandemic of 2020 led to a multitude of adjustments in physical therapist education. This article will describe the delivery model pivot that a student-run pro bono clinic made to sustain client care and student experience. The change in delivery model also led to a change in care model. The purpose of this study is to explore the impact that the change in delivery and care model within the student-run pro bono clinic had on student readiness for a first formal clinical education experience. Methods: This qualitative investigation utilized participant journals and a focus group to capture participants’ reflections and experiences in the first four weeks of their full-time clinical experience. Content analysis guided the research team in the data analysis. Triangulation, an audit trail, reflexivity, and member checking further enhanced confirmability of findings. Results: Seven participants kept journals and participated in the focus group. Six categories of impact emerged, three because of the change in delivery to telehealth and three due to the change in care model which led to increased continuity of care. The three categories related to telehealth included 1) impact on clinical skills, 2) facilitating communication, and 3) window into their home. The three categories specific to increased continuity of care included 1) clinical reasoning skills, 2) documentation, and 3) client rapport. Conclusions: Telehealth and the increased continuity of care presented advantages and disadvantages to student readiness. Post pandemic, student leaders should consider ways in which they might retain the positive outcomes of the switch in delivery and care model while resuming care in-person.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135500565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-04DOI: 10.46743/1540-580x/2023.2279
Susan Wenker, Chinh Kieu, Tracy Schroepfer, Kristen Felten, Kathleen Smith, Hossein Khalili
Purpose: Informal dementia caregiving by family caregivers is a crucial component of the care provided to people living with dementia (PLwD). The numbers of these family caregivers are rapidly increasing at a time, when in the U.S., the availability of formal caregivers is decreasing. Currently, health professional training focuses on providing care to PLwD and not necessarily addressing the caregiver’s needs, and this training takes place within professional silos and not interprofessionally. This study sought to address this issue by: 1) examining the current state of interprofessional dementia caregiving trainings in the US; and 2) developing a micro-credential curriculum called interprofessional dementia caregiving telehealth community practicum badge suitable for health profession students in order to meet the needs of dementia caregivers in Wisconsin. Methods: A four-phase-embedded approach was used. In the first phase, a scoping review on the current state of interprofessional education regarding caregivers of PLwD was conducted. Next, a team comprised of 6 faculty and staff with expertise in dementia care and caregiving, 2 dementia care specialists (DCS), and 2 family caregivers provided their expertise and input into developing the components of a micro-credential badge. These components and details were then assessed/revised based on interviews with 11 additional family caregivers, DCSs, and community leaders. Finally, the micro-credential interprofessional dementia caregiving curriculum was developed. Results: The micro-credential curriculum was named the Interprofessional Dementia Caregiving Telehealth Community Practicum Badge. The badge requires that an interprofessional team of students to: 1) complete five self-directed modules; 2) conduct initial virtual caregiver home visit to assess needs; 3) hold a virtual meeting with an Aging Disability Resource Center (ADRC) specialist to acquire the resources; 4) develop a customized Caregiver Health and Wellness Resource Packet; 5) hold a second/final virtual home visit to present the packet to the caregiver; 6) conduct a debrief session with all involved parties; and 7) finalize/submit the Packet along with reflection as a Capstone Project. Conclusion The micro-credential badge curriculum was piloted in the spring of 2022 while incorporating findings from this study. The completion of the interprofessional dementia caregiving badge counts towards the UW IPE Path of Distinction
{"title":"Development of a Micro-credential Curriculum: The Interprofessional Dementia Caregiving Telehealth Community Practicum Badge","authors":"Susan Wenker, Chinh Kieu, Tracy Schroepfer, Kristen Felten, Kathleen Smith, Hossein Khalili","doi":"10.46743/1540-580x/2023.2279","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2279","url":null,"abstract":"Purpose: Informal dementia caregiving by family caregivers is a crucial component of the care provided to people living with dementia (PLwD). The numbers of these family caregivers are rapidly increasing at a time, when in the U.S., the availability of formal caregivers is decreasing. Currently, health professional training focuses on providing care to PLwD and not necessarily addressing the caregiver’s needs, and this training takes place within professional silos and not interprofessionally. This study sought to address this issue by: 1) examining the current state of interprofessional dementia caregiving trainings in the US; and 2) developing a micro-credential curriculum called interprofessional dementia caregiving telehealth community practicum badge suitable for health profession students in order to meet the needs of dementia caregivers in Wisconsin. Methods: A four-phase-embedded approach was used. In the first phase, a scoping review on the current state of interprofessional education regarding caregivers of PLwD was conducted. Next, a team comprised of 6 faculty and staff with expertise in dementia care and caregiving, 2 dementia care specialists (DCS), and 2 family caregivers provided their expertise and input into developing the components of a micro-credential badge. These components and details were then assessed/revised based on interviews with 11 additional family caregivers, DCSs, and community leaders. Finally, the micro-credential interprofessional dementia caregiving curriculum was developed. Results: The micro-credential curriculum was named the Interprofessional Dementia Caregiving Telehealth Community Practicum Badge. The badge requires that an interprofessional team of students to: 1) complete five self-directed modules; 2) conduct initial virtual caregiver home visit to assess needs; 3) hold a virtual meeting with an Aging Disability Resource Center (ADRC) specialist to acquire the resources; 4) develop a customized Caregiver Health and Wellness Resource Packet; 5) hold a second/final virtual home visit to present the packet to the caregiver; 6) conduct a debrief session with all involved parties; and 7) finalize/submit the Packet along with reflection as a Capstone Project. Conclusion The micro-credential badge curriculum was piloted in the spring of 2022 while incorporating findings from this study. The completion of the interprofessional dementia caregiving badge counts towards the UW IPE Path of Distinction","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135500568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-04DOI: 10.46743/1540-580x/2023.2245
Shannon David, Jeff Konin, Jim Farris
Background: Cannabis is the most commonly used illicit drug in the U.S. and its use is becoming more popular with the legalization of medical marijuana. Currently, 36/50 states and the District of Columbia have legalized marijuana for medical purposes. These changes have allowed for more cannabis-related research to be conducted. It is unknown how health professional education programs such as physical therapy and athletic training have integrated cannabis-related curriculum into their students’ training. This study aimed to identify how physical therapy and athletic training education programs are approaching teaching students about cannabis-related topics. Methods: There were 111 individuals from 40 states who responded to the survey (Males=53; Female=58), including 88 athletic training and 23 physical therapy faculty. Methods: An email was sent to all program directors of athletic training and physical therapy programs in the US with a Qualtrics survey link for faculty to complete. The 23-item questionnaire included closed-ended questions on demographics, where they sought cannabis-related information, and whether program curriculum includes cannabis-related topics. Frequencies were computed for sources of cannabis-related information and whether program curriculum includes cannabis-related topics. Results: Sixty (53.5%) participants stated they have not received information or completed any training related to cannabis. Of those receiving information or completing training (n=51), the most common sources of information were live lectures (n=23), peer-reviewed manuscripts (n=24), and social media/news (n=21). Also, 43 (38%) participants noted teaching cannabis-related topics in their curriculum. However, 33 participants reported either not completing training related to cannabis or being self-educated through the current literature. Conclusions: These results suggest program faculty may benefit from formal cannabis education in an effort to adequately integrate the content into curriculums.
{"title":"Cannabis Content in Athletic Training and Physical Therapy Curriculums in the United States","authors":"Shannon David, Jeff Konin, Jim Farris","doi":"10.46743/1540-580x/2023.2245","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2245","url":null,"abstract":"Background: Cannabis is the most commonly used illicit drug in the U.S. and its use is becoming more popular with the legalization of medical marijuana. Currently, 36/50 states and the District of Columbia have legalized marijuana for medical purposes. These changes have allowed for more cannabis-related research to be conducted. It is unknown how health professional education programs such as physical therapy and athletic training have integrated cannabis-related curriculum into their students’ training. This study aimed to identify how physical therapy and athletic training education programs are approaching teaching students about cannabis-related topics. Methods: There were 111 individuals from 40 states who responded to the survey (Males=53; Female=58), including 88 athletic training and 23 physical therapy faculty. Methods: An email was sent to all program directors of athletic training and physical therapy programs in the US with a Qualtrics survey link for faculty to complete. The 23-item questionnaire included closed-ended questions on demographics, where they sought cannabis-related information, and whether program curriculum includes cannabis-related topics. Frequencies were computed for sources of cannabis-related information and whether program curriculum includes cannabis-related topics. Results: Sixty (53.5%) participants stated they have not received information or completed any training related to cannabis. Of those receiving information or completing training (n=51), the most common sources of information were live lectures (n=23), peer-reviewed manuscripts (n=24), and social media/news (n=21). Also, 43 (38%) participants noted teaching cannabis-related topics in their curriculum. However, 33 participants reported either not completing training related to cannabis or being self-educated through the current literature. Conclusions: These results suggest program faculty may benefit from formal cannabis education in an effort to adequately integrate the content into curriculums.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135500557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-04DOI: 10.46743/1540-580x/2023.2361
Stephen Andreades
The following is a case presentation of a 31-year-old healthy female that presented to the emergency department with right anterior flank pain for one day. The day before she was blow drying her hair while leaning forward, and when she flicked her hair back with forceful extension of her torso, she felt the right flank pain immediately. The patient took over-the-counter NSAIDs that did not relieve her symptoms which prompted her visit to the emergency department. Upon arrival to the emergency department, she was examined in the triage area. At the initial exam of the patient, there was consideration of all differential diagnoses which included a mass, but based on her history of the pain being caused by her traumatic event, a muscle strain to the area was much higher on the list of potential diagnoses. However, a routine chest radiograph was ordered, and it came back demonstrating a right sided mass.
{"title":"A Large Pericardial Cyst Presenting in a Healthy 31-Year-Old Female: A Case Study","authors":"Stephen Andreades","doi":"10.46743/1540-580x/2023.2361","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2361","url":null,"abstract":"The following is a case presentation of a 31-year-old healthy female that presented to the emergency department with right anterior flank pain for one day. The day before she was blow drying her hair while leaning forward, and when she flicked her hair back with forceful extension of her torso, she felt the right flank pain immediately. The patient took over-the-counter NSAIDs that did not relieve her symptoms which prompted her visit to the emergency department. Upon arrival to the emergency department, she was examined in the triage area. At the initial exam of the patient, there was consideration of all differential diagnoses which included a mass, but based on her history of the pain being caused by her traumatic event, a muscle strain to the area was much higher on the list of potential diagnoses. However, a routine chest radiograph was ordered, and it came back demonstrating a right sided mass.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135500561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: E-assessment is a novel practice in developing countries; hence it is essential to determine the online platforms and tools preferred by health sciences education faculty for online assessment. The purpose of this study was to assess the preference of faculty in medical and dental education regarding the online tools for e-assessment of undergraduate students. Methods: This cross-sectional, descriptive study was conducted from June until August 2020 on the faculty of medical and dental undergraduate programs of private and public sector institutes across Karachi, with a sample size of 152. Data was collected through convenience sampling using a validated questionnaire and was analyzed using SPSS version 23. Mean and standard deviation was calculated for numerical data while frequencies and percentages analyzed for categorical data. Results: A total of 125 faculty members participated in the study, having mean age of 37.8±9.99 years, with the majority affiliated with medical program (78%), working in private institutes (58.4%), and teaching basic sciences (64%). Faculty of both basic and clinical sciences preferred Question and Answer (Zoom) for formative assessment (37.6% and 20.8% respectively). Although most faculty were found to not use any online tool for summative assessment, nonetheless, Socrative was preferred for this purpose (23.2% basic sciences, 12.8% clinical sciences). Almost 68% of the faculty faced difficulties in conducting e-assessments and reported that their issues were not resolved effectively (48.2%). Conclusion: Formative assessment was found to be preferably conducted by the Question-and-Answer feature of Zoom. Even though most of the faculty reported not utilizing any online tool for conducting summative assessment, it was found that quiz-based platforms were preferred.
目的:电子评估是发展中国家的一种新实践;因此，确定健康科学教育教师首选的在线评估平台和工具至关重要。摘要本研究旨在探讨医学及牙科教育教师对本科学生电子评核工具的偏好。方法:这项横断面描述性研究于2020年6月至8月在卡拉奇的私营和公共部门机构的医学和牙科本科专业进行，样本量为152人。数据通过方便抽样的方式收集，使用有效的问卷，并使用SPSS version 23进行分析。数值数据计算平均值和标准差，分类数据分析频率和百分比。结果:共有125名教师参与研究，平均年龄37.8±9.99岁，以医学专业为主(78%)，民办院校为主(58.4%)，基础科学教学为主(64%)。基础科学和临床科学学院更倾向于问答(Zoom)作为形成性评估(分别为37.6%和20.8%)。尽管大多数教师被发现不使用任何在线工具进行总结性评估，但Socrative在这方面更受欢迎(23.2%的基础科学，12.8%的临床科学)。近68%的教师在进行电子评估时遇到困难，并报告说他们的问题没有得到有效解决(48.2%)。结论:发现Zoom的问答功能更适合进行形成性评价。尽管大多数教师报告称没有使用任何在线工具进行总结性评估，但研究发现，基于测验的平台更受欢迎。
{"title":"Assessing Faculty Preference Regarding Online Tools for Assessment in Medical Education: A Cross-Sectional Multi-Center Study","authors":"Zarreen Raza, Samira Adnan, Sanaa Ahmed, Zahid Memon, Saad Saleem, Ziyad Sanaullah","doi":"10.46743/1540-580x/2023.2261","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2261","url":null,"abstract":"Purpose: E-assessment is a novel practice in developing countries; hence it is essential to determine the online platforms and tools preferred by health sciences education faculty for online assessment. The purpose of this study was to assess the preference of faculty in medical and dental education regarding the online tools for e-assessment of undergraduate students. Methods: This cross-sectional, descriptive study was conducted from June until August 2020 on the faculty of medical and dental undergraduate programs of private and public sector institutes across Karachi, with a sample size of 152. Data was collected through convenience sampling using a validated questionnaire and was analyzed using SPSS version 23. Mean and standard deviation was calculated for numerical data while frequencies and percentages analyzed for categorical data. Results: A total of 125 faculty members participated in the study, having mean age of 37.8±9.99 years, with the majority affiliated with medical program (78%), working in private institutes (58.4%), and teaching basic sciences (64%). Faculty of both basic and clinical sciences preferred Question and Answer (Zoom) for formative assessment (37.6% and 20.8% respectively). Although most faculty were found to not use any online tool for summative assessment, nonetheless, Socrative was preferred for this purpose (23.2% basic sciences, 12.8% clinical sciences). Almost 68% of the faculty faced difficulties in conducting e-assessments and reported that their issues were not resolved effectively (48.2%). Conclusion: Formative assessment was found to be preferably conducted by the Question-and-Answer feature of Zoom. Even though most of the faculty reported not utilizing any online tool for conducting summative assessment, it was found that quiz-based platforms were preferred.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135500562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-04DOI: 10.46743/1540-580x/2023.2253
Jillian Hamilton, Jennifer Lape, Anne Lee
Purpose: A repeated measures single-group feasibility study was used to investigate the potential success and feasibility of an adaptive climbing program including group social skills activities to positively impact social skills in children with developmental delays. Methods: A convenience sample of 10 children aged 4 to 12 years participated in six social skills activity groups and adaptive climbing sessions at a rock-climbing facility in North Carolina. Trained observers measured targeted social skills via an author-generated social skills tracking form. Results: A paired t-test indicates a statistically significant improvement in social skills from session 1 to session 6 (pConclusions: Outcomes suggest participation in a community-based adaptive climbing program that involves group social skills activities may be beneficial for promoting social skill development in children with developmental delays. Opportunities exist for occupational therapists to partner with climbing gyms or other organizations to develop and tailor programming specific to each child’s developmental level and needs.
{"title":"Use of an Adaptive Climbing Program to Improve Social Skills in Children with Developmental Delays: A Feasibility Study","authors":"Jillian Hamilton, Jennifer Lape, Anne Lee","doi":"10.46743/1540-580x/2023.2253","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2253","url":null,"abstract":"Purpose: A repeated measures single-group feasibility study was used to investigate the potential success and feasibility of an adaptive climbing program including group social skills activities to positively impact social skills in children with developmental delays. Methods: A convenience sample of 10 children aged 4 to 12 years participated in six social skills activity groups and adaptive climbing sessions at a rock-climbing facility in North Carolina. Trained observers measured targeted social skills via an author-generated social skills tracking form. Results: A paired t-test indicates a statistically significant improvement in social skills from session 1 to session 6 (pConclusions: Outcomes suggest participation in a community-based adaptive climbing program that involves group social skills activities may be beneficial for promoting social skill development in children with developmental delays. Opportunities exist for occupational therapists to partner with climbing gyms or other organizations to develop and tailor programming specific to each child’s developmental level and needs.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135500560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-04DOI: 10.46743/1540-580x/2023.2179
Barbara Wise, Katti Sneed, Ruth Eby, Rhonda Oldham
Purpose: Poverty simulations in health professions education involving multiple disciplines have been studied, but the impact of poverty simulations on interprofessional attitudes has been surprisingly neglected. The purpose of this study was to determine the impact of the Cost of Poverty Experience simulation on attitudes toward interprofessional communication, learning, and collaboration, while still positively impacting attitudes toward poverty. Methods: Poverty simulations were held annually at a private midwestern university involving students from multiple disciplines inside and outside healthcare. Debriefing questions related to professional roles and teamwork were used to promote discussions between students from different professions about caring for clients experiencing poverty. Data from the 2017-19 events are detailed in this article. Over the three years, 325 students participated in the study. The University of West England Interprofessional Questionnaire and the Attitudes Toward Poverty Short Form were administered pre-and post-intervention. Results: The University of West England Interprofessional Questionnaire showed a significant (ppConclusions: The interprofessional poverty simulation experience positively impacted attitudes toward interprofessional communication and relationships while still significantly improving attitudes toward poverty. This finding adds to the literature by demonstrating that interprofessional poverty simulations can positively impact attitudes toward interprofessional communication and relationships when debriefing questions guide discussions about interprofessional roles and teams in caring for those living in poverty.
{"title":"Interprofessional Poverty Simulation Affects Student Attitudes Toward Poverty and Interprofessional Relationships","authors":"Barbara Wise, Katti Sneed, Ruth Eby, Rhonda Oldham","doi":"10.46743/1540-580x/2023.2179","DOIUrl":"https://doi.org/10.46743/1540-580x/2023.2179","url":null,"abstract":"Purpose: Poverty simulations in health professions education involving multiple disciplines have been studied, but the impact of poverty simulations on interprofessional attitudes has been surprisingly neglected. The purpose of this study was to determine the impact of the Cost of Poverty Experience simulation on attitudes toward interprofessional communication, learning, and collaboration, while still positively impacting attitudes toward poverty. Methods: Poverty simulations were held annually at a private midwestern university involving students from multiple disciplines inside and outside healthcare. Debriefing questions related to professional roles and teamwork were used to promote discussions between students from different professions about caring for clients experiencing poverty. Data from the 2017-19 events are detailed in this article. Over the three years, 325 students participated in the study. The University of West England Interprofessional Questionnaire and the Attitudes Toward Poverty Short Form were administered pre-and post-intervention. Results: The University of West England Interprofessional Questionnaire showed a significant (ppConclusions: The interprofessional poverty simulation experience positively impacted attitudes toward interprofessional communication and relationships while still significantly improving attitudes toward poverty. This finding adds to the literature by demonstrating that interprofessional poverty simulations can positively impact attitudes toward interprofessional communication and relationships when debriefing questions guide discussions about interprofessional roles and teams in caring for those living in poverty.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135500563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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