Pub Date : 2022-09-30DOI: 10.46743/1540-580x/2022.2224
K. Schroeder, J. Mansell, D. Moffit
While athletic training students go through extensive preparations for engaging with patient populations as healthcare providers, less time is spent on preparing athletic training students on how to secure employment after graduation. Without proper employment skills development, securing employment can pose a challenge for the athletic training student trying to enter the workforce. These skills include developing cover letters and resumes, and remote interviewing skills. Purpose: The purpose of this paper is to explore the preparations, execution, and lessons learned from a simulated, remote job application and interview process for athletic training students. Methods: This educational technique was performed using certified athletic trainers as interviewers and reviewers of job application materials (i.e., cover letter, resume, and application email) created by athletic training students. Athletic training students were interviewed by a certified athletic trainer with whom they had no previous relationship. After the structured interview process, a debrief was conducted between the certified athletic trainer and athletic training student. The process was conducted via Zoom. Results: By using simulation techniques, athletic training students are able to experience a realistic review of their cover letters and resumes and engage in a realistic, remote job interview in a low-stakes environment with real-time, objective feedback. Conclusions: Overall, athletic training students' reflections indicate the utility of the experience through interviewer observations, introspective observations, and overall thoughts on the experience. The faculty also identified ways to improve the experience in subsequent years.
{"title":"Remote Job Application Simulation Using Technology in Athletic Training Students: A Preliminary Teaching Technique","authors":"K. Schroeder, J. Mansell, D. Moffit","doi":"10.46743/1540-580x/2022.2224","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2224","url":null,"abstract":"While athletic training students go through extensive preparations for engaging with patient populations as healthcare providers, less time is spent on preparing athletic training students on how to secure employment after graduation. Without proper employment skills development, securing employment can pose a challenge for the athletic training student trying to enter the workforce. These skills include developing cover letters and resumes, and remote interviewing skills. Purpose: The purpose of this paper is to explore the preparations, execution, and lessons learned from a simulated, remote job application and interview process for athletic training students. Methods: This educational technique was performed using certified athletic trainers as interviewers and reviewers of job application materials (i.e., cover letter, resume, and application email) created by athletic training students. Athletic training students were interviewed by a certified athletic trainer with whom they had no previous relationship. After the structured interview process, a debrief was conducted between the certified athletic trainer and athletic training student. The process was conducted via Zoom. Results: By using simulation techniques, athletic training students are able to experience a realistic review of their cover letters and resumes and engage in a realistic, remote job interview in a low-stakes environment with real-time, objective feedback. Conclusions: Overall, athletic training students' reflections indicate the utility of the experience through interviewer observations, introspective observations, and overall thoughts on the experience. The faculty also identified ways to improve the experience in subsequent years.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"22 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87610064","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 : 2022-09-30DOI: 10.46743/1540-580x/2022.2147
Nnamdi Mgbemena, A. Jones, A. Leicht
Purpose: The aim of this study was to determine the inter-instrument reliability of different dynamometers and spirometers commonly used in clinical practice. Methods: The study involved 113 healthy volunteers across three facility sites. At each site, dominant handgrip strength (DHGS), and lung function (forced expiratory volume in one second [FEV1], forced vital capacity [FVC] and peak expiratory flow rate [PEFR]), were compared using a local and reference device. Assessments were randomized with five minutes rest between measurements. Significant differences between devices were assessed using paired t-test while relative reliability between devices was determined via intra-class correlations (ICC). Accuracy index and variability between measurements were assessed using the technical error of measurement (TEM%) and coefficient of variation (CV), respectively. Agreement between devices was determined using the Bland Altman’s plot with limits of agreement (LOA). Results: The local devices recorded significantly (p1 (3.1%-8.4%), FVC (3.1%-13%) compared to the reference devices. Good-excellent correlations (ICC=0.89-0.96), unacceptable CV (5.8-9.9%) and TEM% (6.6-9.9%), and large mean biases (3-9kg) and LOA (3-23kg) were identified between the local and reference dynamometers. Excellent correlations (ICC=0.91-0.99), and mostly unacceptable CV and TEM% were identified between the local and reference spirometers for FVC and PEFR. Compared to the reference device, all local spirometers showed unacceptable (-0.134 to -0.536 liters) and acceptable (-0.12 to 0.05 liters/second) mean biases for FVC and PEFR, respectively. Conclusion: Unacceptable inter-instrument reliability was identified between local and reference dynamometers and spirometers for measuring DHGS and all lung function indices, respectively. Across clinical settings, comparing DHGS and lung function between different brands of devices may lead to the reporting of erroneous results with corrective adjustments required for clinical practice.
{"title":"Assessment of Inter-Instrument Reliability for Dominant Handgrip Dynamometry and Spirometry","authors":"Nnamdi Mgbemena, A. Jones, A. Leicht","doi":"10.46743/1540-580x/2022.2147","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2147","url":null,"abstract":"Purpose: The aim of this study was to determine the inter-instrument reliability of different dynamometers and spirometers commonly used in clinical practice. Methods: The study involved 113 healthy volunteers across three facility sites. At each site, dominant handgrip strength (DHGS), and lung function (forced expiratory volume in one second [FEV1], forced vital capacity [FVC] and peak expiratory flow rate [PEFR]), were compared using a local and reference device. Assessments were randomized with five minutes rest between measurements. Significant differences between devices were assessed using paired t-test while relative reliability between devices was determined via intra-class correlations (ICC). Accuracy index and variability between measurements were assessed using the technical error of measurement (TEM%) and coefficient of variation (CV), respectively. Agreement between devices was determined using the Bland Altman’s plot with limits of agreement (LOA). Results: The local devices recorded significantly (p1 (3.1%-8.4%), FVC (3.1%-13%) compared to the reference devices. Good-excellent correlations (ICC=0.89-0.96), unacceptable CV (5.8-9.9%) and TEM% (6.6-9.9%), and large mean biases (3-9kg) and LOA (3-23kg) were identified between the local and reference dynamometers. Excellent correlations (ICC=0.91-0.99), and mostly unacceptable CV and TEM% were identified between the local and reference spirometers for FVC and PEFR. Compared to the reference device, all local spirometers showed unacceptable (-0.134 to -0.536 liters) and acceptable (-0.12 to 0.05 liters/second) mean biases for FVC and PEFR, respectively. Conclusion: Unacceptable inter-instrument reliability was identified between local and reference dynamometers and spirometers for measuring DHGS and all lung function indices, respectively. Across clinical settings, comparing DHGS and lung function between different brands of devices may lead to the reporting of erroneous results with corrective adjustments required for clinical practice.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"17 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72496731","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 : 2022-09-30DOI: 10.46743/1540-580x/2022.2248
Deborah Johnson, Jon Judge, Beverly J. Barham
Purpose: Various professions require employees to be able to detect different shades of color accurately when visually reading test results with colorimetric end points. To prepare health science students to better meet this requirement, a screening test for color vision deficiency (CVD) was administered to detect any major or minor errors as part of the undergraduate student experience. Method: Screening for color vision deficiency was administered using the Farnsworth D-15 Color Vision Test. Students completed the test and their results were scored and interpreted at the time of completion. Results: Students (n=85) from nine different health science programs completed the Farnsworth D-15 Color Vision Test. Ages of the participants ranged from 18-63 years with 70% of the participants in the age range of 18-23 years. Seventy-one percent of the participants identified as female, 28% identified as males, and 1% identified as non-binary. Two students (one female and one male) had a minor error resulting in a crossover within the test circle on the Gulden test score sheet. There were no major errors identified in the 85 participants. Conclusion: While two minor errors were detected in this population, this data is not consistent with other CVD studies. This most likely is due to screening predominately female students, and/or the amount of time allotted for each individual test to be completed. Future studies will include expanding the participant numbers, with a focus on testing more male participants, limiting the number of minutes to complete the screening process, and collecting additional demographic data.
{"title":"Screening for Color Vision Deficiency in Health Science Students","authors":"Deborah Johnson, Jon Judge, Beverly J. Barham","doi":"10.46743/1540-580x/2022.2248","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2248","url":null,"abstract":"Purpose: Various professions require employees to be able to detect different shades of color accurately when visually reading test results with colorimetric end points. To prepare health science students to better meet this requirement, a screening test for color vision deficiency (CVD) was administered to detect any major or minor errors as part of the undergraduate student experience. Method: Screening for color vision deficiency was administered using the Farnsworth D-15 Color Vision Test. Students completed the test and their results were scored and interpreted at the time of completion. Results: Students (n=85) from nine different health science programs completed the Farnsworth D-15 Color Vision Test. Ages of the participants ranged from 18-63 years with 70% of the participants in the age range of 18-23 years. Seventy-one percent of the participants identified as female, 28% identified as males, and 1% identified as non-binary. Two students (one female and one male) had a minor error resulting in a crossover within the test circle on the Gulden test score sheet. There were no major errors identified in the 85 participants. Conclusion: While two minor errors were detected in this population, this data is not consistent with other CVD studies. This most likely is due to screening predominately female students, and/or the amount of time allotted for each individual test to be completed. Future studies will include expanding the participant numbers, with a focus on testing more male participants, limiting the number of minutes to complete the screening process, and collecting additional demographic data.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"14 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80384904","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 : 2022-09-30DOI: 10.46743/1540-580x/2022.2228
Kara Trella, K. Games, Justin A. Young, Matthew J. Drescher, L. Eberman
Purpose: Although gender disparities and workplace vitality for women has been studied in athletic training, gender discrimination has not been widely studied. The purpose of this study was to describe gender-based aggressions experienced by women athletic trainers (ATs) within their educational and workplace environments. Methods: We used a cross-sectional design, and the web-based survey was comprised of demographic questions, the Schedule of Sexism Events (SSE), and questions on incident reporting. The SSE asks participant to rank items on a Likert Scale (1 = the event never happened to 6 = the event happens almost all the time). Items within the SSE are contextualized to either events in the past year or events in their entire life. The survey was distributed to 5,667 women ATs through the National Athletic Training Association (NATA). Five hundred thirty-nine (539) participants accessed the survey (9.5%). Four hundred seventy-eight (478) participants (age=34.2±8.6y [range=23–66y], experience=11.0±8.2y [range=0-40y]) completed the entire instrument (88.6%). We used descriptive statistics to analyze demographic variables, gender-based education- and work- related items of the SSE and incident reporting. Results: When asked about unfair treatment while interacting with teachers, professors, or engaging in academics in their lifetime, 89% (n=425) of participants indicated they had experienced unfair treatment. Comparatively, 53% (n=252) of participants experienced unfair treatment from teachers, or professors, or while engaging in academics in the last year. When asked about unfair treatment by an employer, boss, or supervisor, 88% (n=421) of participants experienced unfair treatment in their lifetime, where 55% (n=267) have experienced unfair treatment in the past year. Ninety percent (90%, n=430) indicated they experienced unfair treatment by co-workers, fellow students, or colleagues, in their lifetime compared to 61% (n=292) in the past year. When asked if they had experienced gender-based macroaggressions and microaggressions in the workplace, 41% (n=198) experienced both types of aggressions; 5% (n=22) experienced macroaggressions and 29% (n=137) experienced microaggressions. Only 25% (n=119) of participants have reported aggressions in the workplace. Conclusion: Women ATs experience gender-based aggressions in the workplace but they do not typically report these aggressions. All ATs have the responsibility to work towards an inclusive, equitable, and welcoming workplace that directly addresses aggressions.
{"title":"Gender Microaggression and Macroaggression Experiences of Women Athletic Trainers","authors":"Kara Trella, K. Games, Justin A. Young, Matthew J. Drescher, L. Eberman","doi":"10.46743/1540-580x/2022.2228","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2228","url":null,"abstract":"Purpose: Although gender disparities and workplace vitality for women has been studied in athletic training, gender discrimination has not been widely studied. The purpose of this study was to describe gender-based aggressions experienced by women athletic trainers (ATs) within their educational and workplace environments. Methods: We used a cross-sectional design, and the web-based survey was comprised of demographic questions, the Schedule of Sexism Events (SSE), and questions on incident reporting. The SSE asks participant to rank items on a Likert Scale (1 = the event never happened to 6 = the event happens almost all the time). Items within the SSE are contextualized to either events in the past year or events in their entire life. The survey was distributed to 5,667 women ATs through the National Athletic Training Association (NATA). Five hundred thirty-nine (539) participants accessed the survey (9.5%). Four hundred seventy-eight (478) participants (age=34.2±8.6y [range=23–66y], experience=11.0±8.2y [range=0-40y]) completed the entire instrument (88.6%). We used descriptive statistics to analyze demographic variables, gender-based education- and work- related items of the SSE and incident reporting. Results: When asked about unfair treatment while interacting with teachers, professors, or engaging in academics in their lifetime, 89% (n=425) of participants indicated they had experienced unfair treatment. Comparatively, 53% (n=252) of participants experienced unfair treatment from teachers, or professors, or while engaging in academics in the last year. When asked about unfair treatment by an employer, boss, or supervisor, 88% (n=421) of participants experienced unfair treatment in their lifetime, where 55% (n=267) have experienced unfair treatment in the past year. Ninety percent (90%, n=430) indicated they experienced unfair treatment by co-workers, fellow students, or colleagues, in their lifetime compared to 61% (n=292) in the past year. When asked if they had experienced gender-based macroaggressions and microaggressions in the workplace, 41% (n=198) experienced both types of aggressions; 5% (n=22) experienced macroaggressions and 29% (n=137) experienced microaggressions. Only 25% (n=119) of participants have reported aggressions in the workplace. Conclusion: Women ATs experience gender-based aggressions in the workplace but they do not typically report these aggressions. All ATs have the responsibility to work towards an inclusive, equitable, and welcoming workplace that directly addresses aggressions.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"58 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78858401","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 : 2022-09-30DOI: 10.46743/1540-580x/2022.2156
Ben Radack, Theodus Luckett III, Wade W. Fish, G. Austin
Purpose: The purpose of this quantitative correlational study was to determine if, or to what extent, the composite and sub-composite categories of Psychological Capital (PsyCap) predict academic burnout in American postgraduate health science students at a university in the Southeastern United States. Methods: The variables of the study were measured by the Psychological Capital Questionnaire (PCQ-24) and the Maslach Burnout Inventory-Student Survey (MBI-SS). A convenience sampling method was used to collect data from the target population, which included a final sample of 90 health science postgraduate students. Results: A simple linear regression analysis revealed that PsyCap was a significant and negative predictor of academic burnout (F(1,88) = 12.00, p < .001, R2 = 0.12; B = -0.28, t(88) = -3.46, p < .001). Additionally, multiple linear regression analysis revealed that only one sub-category of PsyCap, labeled as Optimism, was a significant and negative predictor of academic burnout (F(4,85) = 5.17, p < .001, R2= 0.20; B = -0.90, t(85) = -3.17, p = .002). Conclusion: The findings may be used by higher education instructors, advisors, and administrators in the United States to adopt policies, practices, programs, student advising, and student mentorship that foster PsyCap and Optimism development in students, which may mitigate the risks and consequences of academic burnout.
目的:本定量相关研究的目的是确定心理资本的复合和亚复合类别(PsyCap)是否或在多大程度上预测美国东南部一所大学健康科学研究生的学业倦怠。方法:采用《心理资本问卷》(PCQ-24)和《Maslach职业倦怠量表-学生问卷》(MBI-SS)对研究变量进行测量。采用方便抽样法对目标人群进行数据收集，最终样本为90名卫生科学研究生。结果:简单线性回归分析显示，心理cap是学业倦怠的显著负向预测因子(F(1,88) = 12.00, p < .001, R2 = 0.12;B = -0.28, t(88) = -3.46, p < 0.001)。此外，多元线性回归分析显示，只有心理cap的一个子类别乐观是学业倦怠的显著负向预测因子(F(4,85) = 5.17, p < .001, R2= 0.20;B = -0.90, t(85) = -3.17, p = .002)。结论:研究结果可以被美国的高等教育教师、顾问和管理人员用于制定政策、实践、项目、学生建议和学生指导，以促进学生心理cap和乐观主义的发展，从而减轻学业倦怠的风险和后果。
{"title":"The Predictive Relationship Between Psychological Capital and Academic Burnout in Postgraduate Students","authors":"Ben Radack, Theodus Luckett III, Wade W. Fish, G. Austin","doi":"10.46743/1540-580x/2022.2156","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2156","url":null,"abstract":"Purpose: The purpose of this quantitative correlational study was to determine if, or to what extent, the composite and sub-composite categories of Psychological Capital (PsyCap) predict academic burnout in American postgraduate health science students at a university in the Southeastern United States. Methods: The variables of the study were measured by the Psychological Capital Questionnaire (PCQ-24) and the Maslach Burnout Inventory-Student Survey (MBI-SS). A convenience sampling method was used to collect data from the target population, which included a final sample of 90 health science postgraduate students. Results: A simple linear regression analysis revealed that PsyCap was a significant and negative predictor of academic burnout (F(1,88) = 12.00, p < .001, R2 = 0.12; B = -0.28, t(88) = -3.46, p < .001). Additionally, multiple linear regression analysis revealed that only one sub-category of PsyCap, labeled as Optimism, was a significant and negative predictor of academic burnout (F(4,85) = 5.17, p < .001, R2= 0.20; B = -0.90, t(85) = -3.17, p = .002). Conclusion: The findings may be used by higher education instructors, advisors, and administrators in the United States to adopt policies, practices, programs, student advising, and student mentorship that foster PsyCap and Optimism development in students, which may mitigate the risks and consequences of academic burnout.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"91 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85658538","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}
S. Cage, Paul K McGaha, Monica A. Matocha, Michelle M. Crum, Catherine H. Fieseler, Laurel Trail, Brandon J. Warner, D. Gallegos
Purpose: Following the beginning of the pandemic brought about by the novel coronavirus which causes COVID-19, the first COVID-19 vaccination received emergency use authorization in the United States of America in December of 2020. Current research has shown the authorized COVID-19 vaccines are safe and effective at preventing severe illness, hospitalizations and death have a good safety profile. Additionally, the side effects associated with these vaccines are typically mild to moderate while the protection against hospitalization and severe disease is substantial. (https://www.cdc.gov/coronavirus/2019-ncov/vaccines/safety/adverse-events.html). At the time of this study, there appears to be a paucity in the research related to the attitudes toward COVID-19 and COVID-19 vaccines among athletic trainers. The purpose of this study is to describe the attitudes toward COVID-19 and COVID-19 vaccines among athletic trainers. Methods: A total of 186 athletic trainers (age= 43 ± 11, years of certified experience = 20 ± 11) opened and completed the survey. Participants were sent an electronic survey via email that collected demographic information and assessed attitudes toward COVID-19 and COVID-19 vaccines. Data was downloaded and analyzed using a commercially available statistics package. Results: The majority of athletic trainers surveyed had received a COVID-19 vaccination at the time of this study (94.1%, n=175). Most athletic trainers also agreed that the health of their patients was more important than disruption of their competition season due to COVID-19 (82.3%, n=153). In general, the most common reason for vaccine hesitancy was the speed with which currently available COVID-19 vaccines were developed. Conclusions: The findings of this study show the majority of surveyed athletic trainers had received a COVID-19 vaccine. The primary reason for athletic trainers not receiving a COVID-19 vaccination appeared to be the speed at which the currently available COVID-19 vaccines were developed. Given the available information on the new mRNA COVID vaccines, this may indicate a lack of education on the development of the COVID-19 vaccines. As athletic trainers continue to work in day-to-day patient care, it is imperative to determine the best methods for educating athletic trainers on the potential benefits of COVID-19 vaccinations.
{"title":"Attitudes Toward COVID-19 and COVID-19 Vaccinations Among Athletic Trainers","authors":"S. Cage, Paul K McGaha, Monica A. Matocha, Michelle M. Crum, Catherine H. Fieseler, Laurel Trail, Brandon J. Warner, D. Gallegos","doi":"10.2458/hlth.8741","DOIUrl":"https://doi.org/10.2458/hlth.8741","url":null,"abstract":"Purpose: Following the beginning of the pandemic brought about by the novel coronavirus which causes COVID-19, the first COVID-19 vaccination received emergency use authorization in the United States of America in December of 2020. Current research has shown the authorized COVID-19 vaccines are safe and effective at preventing severe illness, hospitalizations and death have a good safety profile. Additionally, the side effects associated with these vaccines are typically mild to moderate while the protection against hospitalization and severe disease is substantial. (https://www.cdc.gov/coronavirus/2019-ncov/vaccines/safety/adverse-events.html). At the time of this study, there appears to be a paucity in the research related to the attitudes toward COVID-19 and COVID-19 vaccines among athletic trainers. The purpose of this study is to describe the attitudes toward COVID-19 and COVID-19 vaccines among athletic trainers. Methods: A total of 186 athletic trainers (age= 43 ± 11, years of certified experience = 20 ± 11) opened and completed the survey. Participants were sent an electronic survey via email that collected demographic information and assessed attitudes toward COVID-19 and COVID-19 vaccines. Data was downloaded and analyzed using a commercially available statistics package. Results: The majority of athletic trainers surveyed had received a COVID-19 vaccination at the time of this study (94.1%, n=175). Most athletic trainers also agreed that the health of their patients was more important than disruption of their competition season due to COVID-19 (82.3%, n=153). In general, the most common reason for vaccine hesitancy was the speed with which currently available COVID-19 vaccines were developed. Conclusions: The findings of this study show the majority of surveyed athletic trainers had received a COVID-19 vaccine. The primary reason for athletic trainers not receiving a COVID-19 vaccination appeared to be the speed at which the currently available COVID-19 vaccines were developed. Given the available information on the new mRNA COVID vaccines, this may indicate a lack of education on the development of the COVID-19 vaccines. As athletic trainers continue to work in day-to-day patient care, it is imperative to determine the best methods for educating athletic trainers on the potential benefits of COVID-19 vaccinations.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"40 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82258747","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 : 2022-09-30DOI: 10.46743/1540-580x/2022.2198
L. Maziarz, Lauren A. Dial, B. Fevrier, William Ivoska
Background: Caffeinated energy drinks (CCEDs) are frequently consumed by adolescents aged 10-19, yet the effects of consumption on adolescent behavior are not well understood. Previous research has identified positive associations between CCED use and other substances such as alcohol and marijuana but studies among adolescents are lacking. Methods: We conducted a secondary analysis using data collected from the 2019 Alcohol, Drug Addition, and Mental Health Services (ADAMHS) Board/Wood County Educational Service Center’s youth survey. Ten public schools in Wood County, Ohio participated (n=6,152). Results: CCED use was common among our sample (43.4% overall). Reported consumption increased with age and was positively associated with alcohol use and cough medicine use. Furthermore, CCED use was associated with three behavioral outcome categories: anger, delinquency, and negative mental health outcomes. Conclusion: Due to the ubiquity of use and associated substance use and behavioral outcomes, CCED use among youth requires more attention.
{"title":"Correlates of Caffeinated Energy Drinks, Substance Use, and Behavior Among Adolescents","authors":"L. Maziarz, Lauren A. Dial, B. Fevrier, William Ivoska","doi":"10.46743/1540-580x/2022.2198","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2198","url":null,"abstract":"Background: Caffeinated energy drinks (CCEDs) are frequently consumed by adolescents aged 10-19, yet the effects of consumption on adolescent behavior are not well understood. Previous research has identified positive associations between CCED use and other substances such as alcohol and marijuana but studies among adolescents are lacking. Methods: We conducted a secondary analysis using data collected from the 2019 Alcohol, Drug Addition, and Mental Health Services (ADAMHS) Board/Wood County Educational Service Center’s youth survey. Ten public schools in Wood County, Ohio participated (n=6,152). Results: CCED use was common among our sample (43.4% overall). Reported consumption increased with age and was positively associated with alcohol use and cough medicine use. Furthermore, CCED use was associated with three behavioral outcome categories: anger, delinquency, and negative mental health outcomes. Conclusion: Due to the ubiquity of use and associated substance use and behavioral outcomes, CCED use among youth requires more attention.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"81 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74996645","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 : 2022-09-30DOI: 10.46743/1540-580x/2022.2191
Narasimman Swaminathan, Latha Ravichandran, Ramachandran Sivakumar, S. Milanese
Objectives: The objectives of this study were to identify the entry-level health profession students’ perception and readiness to adopt online learning as a component of blended learning (BL). Methods: A cross sectional survey using a structured questionnaire was administered using Google forms. Entry level Health professionals’ education (HPE) graduate students of a higher education institute in India completed the survey (N= 628). The questionnaire was developed from the literature and content validated by experts. Ethics clearance was obtained from the Institutional ethics committee. Results: Out of 628 responses, 603 fully completed questionnaires were included for analysis. Of the participants, 98 % owned a smartphone, whereas 67% possessed either a laptop or a stationary computer. 60 % of the respondents reported at least one hour of internet access per day for learning purposes. Most of the participants were comfortable in accessing online learning materials and interacting with peers. The majority of the participants (77.4%) were willing to spend 10 to 20 hours per week on online learning. Conclusion: Entry Level HPE graduate students were ready to adopt online learning as a component of BL. Providing necessary infrastructure and creating online learning materials needs to be considered.
{"title":"Health Profession Student’s Readiness Towards Online Learning as a Component of Blended Learning","authors":"Narasimman Swaminathan, Latha Ravichandran, Ramachandran Sivakumar, S. Milanese","doi":"10.46743/1540-580x/2022.2191","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2191","url":null,"abstract":"Objectives: The objectives of this study were to identify the entry-level health profession students’ perception and readiness to adopt online learning as a component of blended learning (BL). Methods: A cross sectional survey using a structured questionnaire was administered using Google forms. Entry level Health professionals’ education (HPE) graduate students of a higher education institute in India completed the survey (N= 628). The questionnaire was developed from the literature and content validated by experts. Ethics clearance was obtained from the Institutional ethics committee. Results: Out of 628 responses, 603 fully completed questionnaires were included for analysis. Of the participants, 98 % owned a smartphone, whereas 67% possessed either a laptop or a stationary computer. 60 % of the respondents reported at least one hour of internet access per day for learning purposes. Most of the participants were comfortable in accessing online learning materials and interacting with peers. The majority of the participants (77.4%) were willing to spend 10 to 20 hours per week on online learning. Conclusion: Entry Level HPE graduate students were ready to adopt online learning as a component of BL. Providing necessary infrastructure and creating online learning materials needs to be considered.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"10 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83331350","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 : 2022-09-30DOI: 10.46743/1540-580x/2022.2211
Elizabeth Gockel Blessing, Tyler Wood, Nicholas E. Grahovec
Purpose: The purpose of this study was two-fold and consisted of the development of a skills-based model for Case-by-Collaboration (CBC) and the collection of qualitative data from students and teachers aimed at answering the research question: What skills do individuals (students) apply during the completion of a hypothetical medical laboratory management-based Case-by-Collaboration capstone project? Method: A consensual qualitative research design was selected for this study. Students and their instructors from three Medical Laboratory Science programs located in Texas, New York, and Missouri were recruited. Students were given a case that centers on the fictitious Cheapskate Health Maintenance Organization (HMO). The project culminated when each team presented their proposal to become the sole provider of laboratory testing services to the Cheapskate HMO Board of Directors (BOD). The project was initially designed to be accessed and completed online, where students from different institutions would come together and remotely complete the requirements. Data were collected through in-person observations of the final presentation, semi-structured interviews with students and instructors, and analysis of project documents. Data was coded, and transcripts were reviewed numerous times. Two strategies were employed to ensure the integrity of the study. First, the coded data were examined across the data collection strategies, transcripts containing the data, and the themes identified by a researcher and an outside auditor. Secondly, an audit trail was established to document how the data were collected and analyzed, along with documentation of the thought processes used in the data interpretation phase of the project. Results: The current study analyzed responses from 36 students and 5 instructors across the three data collection sites. Seven themes, in the form of skill sets, were identified in the data analyzed:1) information technology, 2) collaboration/team building, 3) verbal and written communication, 4) clinical reasoning, 5) creativity, 6) managerial, and 7) research/investigative. Conclusion: These results suggest the CBC can develop desirable soft skills. This model can be transferrable and apply to CBCs independent of the studied content. Thus, the CBC is an innovative model to teach soft skills across health disciplines.
{"title":"Case-by-Collaboration: An Adaptable Soft Skills-Based Educational Model for Health Disciplines","authors":"Elizabeth Gockel Blessing, Tyler Wood, Nicholas E. Grahovec","doi":"10.46743/1540-580x/2022.2211","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2211","url":null,"abstract":"Purpose: The purpose of this study was two-fold and consisted of the development of a skills-based model for Case-by-Collaboration (CBC) and the collection of qualitative data from students and teachers aimed at answering the research question: What skills do individuals (students) apply during the completion of a hypothetical medical laboratory management-based Case-by-Collaboration capstone project? Method: A consensual qualitative research design was selected for this study. Students and their instructors from three Medical Laboratory Science programs located in Texas, New York, and Missouri were recruited. Students were given a case that centers on the fictitious Cheapskate Health Maintenance Organization (HMO). The project culminated when each team presented their proposal to become the sole provider of laboratory testing services to the Cheapskate HMO Board of Directors (BOD). The project was initially designed to be accessed and completed online, where students from different institutions would come together and remotely complete the requirements. Data were collected through in-person observations of the final presentation, semi-structured interviews with students and instructors, and analysis of project documents. Data was coded, and transcripts were reviewed numerous times. Two strategies were employed to ensure the integrity of the study. First, the coded data were examined across the data collection strategies, transcripts containing the data, and the themes identified by a researcher and an outside auditor. Secondly, an audit trail was established to document how the data were collected and analyzed, along with documentation of the thought processes used in the data interpretation phase of the project. Results: The current study analyzed responses from 36 students and 5 instructors across the three data collection sites. Seven themes, in the form of skill sets, were identified in the data analyzed:1) information technology, 2) collaboration/team building, 3) verbal and written communication, 4) clinical reasoning, 5) creativity, 6) managerial, and 7) research/investigative. Conclusion: These results suggest the CBC can develop desirable soft skills. This model can be transferrable and apply to CBCs independent of the studied content. Thus, the CBC is an innovative model to teach soft skills across health disciplines.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"328 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80437723","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 : 2022-09-30DOI: 10.46743/1540-580x/2022.2161
T. Valovich, J. DiSanti, Richelle M. Williams, Cailee E. Welch Bacon
Purpose: Sport-related concussion can affect many domains of a patient’s health status. Social functioning is an important consideration, especially for adolescent athletes. Our purpose was to explore adolescent athletes’ social perspectives regarding sport and concussion. Methods: Using a qualitative study design we interviewed 12 interscholastic athletes who had sustained a sport-related concussion. The interviews focused on injury details, and explored the physical, psychosocial, emotional, and spiritual components of sport and health. Themes and categories were identified using the consensual qualitative research process by a three-person research team. A comprehensive codebook that captured the main themes and categories resulted. Results: Following concussion, participants discussed two primary themes: perceptions regarding the social aspects of sport and social perspectives regarding their concussion. Specific categories related to the social aspects of sport included: friendships and family and decision to participate based on peers. Specific categories regarding the social perspectives of the concussion included uncertainty of the diagnosis, perceptions of others regarding their injury, being ashamed of the concussion, parent and peer roles, and communication and expectation about their concussion. Conclusions: Participation in sport and removal from sport following a concussion have significant social implications for adolescent athletes. Specifically, the perceptions of peers, parents/guardians, and others regarding the injury can influence reporting of symptoms and recovery following concussion. Limited communication regarding recovery and expectations post-concussion may cause undue social pressures to return to activity prematurely. Providing a supportive environment in which patients can recover from concussion while engaging with peers and teammates is important. Anticipatory guidance, with education regarding the possible signs and symptoms, risk factors pre- and post-injury, and recovery expectations following a concussion are important to include in post-injury management and should be known to all stakeholders.
{"title":"Adolescent Athletes’ Perspectives on the Social Implications of Sport-Related Concussion","authors":"T. Valovich, J. DiSanti, Richelle M. Williams, Cailee E. Welch Bacon","doi":"10.46743/1540-580x/2022.2161","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2161","url":null,"abstract":"Purpose: Sport-related concussion can affect many domains of a patient’s health status. Social functioning is an important consideration, especially for adolescent athletes. Our purpose was to explore adolescent athletes’ social perspectives regarding sport and concussion. Methods: Using a qualitative study design we interviewed 12 interscholastic athletes who had sustained a sport-related concussion. The interviews focused on injury details, and explored the physical, psychosocial, emotional, and spiritual components of sport and health. Themes and categories were identified using the consensual qualitative research process by a three-person research team. A comprehensive codebook that captured the main themes and categories resulted. Results: Following concussion, participants discussed two primary themes: perceptions regarding the social aspects of sport and social perspectives regarding their concussion. Specific categories related to the social aspects of sport included: friendships and family and decision to participate based on peers. Specific categories regarding the social perspectives of the concussion included uncertainty of the diagnosis, perceptions of others regarding their injury, being ashamed of the concussion, parent and peer roles, and communication and expectation about their concussion. Conclusions: Participation in sport and removal from sport following a concussion have significant social implications for adolescent athletes. Specifically, the perceptions of peers, parents/guardians, and others regarding the injury can influence reporting of symptoms and recovery following concussion. Limited communication regarding recovery and expectations post-concussion may cause undue social pressures to return to activity prematurely. Providing a supportive environment in which patients can recover from concussion while engaging with peers and teammates is important. Anticipatory guidance, with education regarding the possible signs and symptoms, risk factors pre- and post-injury, and recovery expectations following a concussion are important to include in post-injury management and should be known to all stakeholders.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"5 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82918309","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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