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Pre-clinical assessment scores were positively related to clinical performance OSCE r=0.57, p less then 0.001; written examination r=0.39, p less then 0.001; seminar presentations r=0.29, p=0.012. A multiple regression model identified OSCE as an independent contributor to clinical performance scores (adjusted R2=0.33, p less then 0.001). CONCLUSION OSCE scores were strongly related to clinical performance and explained 32% of physiotherapy students' future clinical performance. Pre-clinical OSCE scores could provide opportunity to implement proactive support and enhancement strategies to increase stakeholder satisfaction and maintain quality placement experiences.BACKGROUND Feedback in health professional clinical training is typically the responsibility of the student's own supervisor. However, assessment in competency-based education may be optimized by drawing upon the judgments of multiple assessors. Specific interprofessional competencies have been deemed appropriate for multisource feedback, but these skills may not be uniformly described and therefore performance expectations may differ across disciplines. METHODS We conducted a document content analysis of the educational outcomes for seven Canadian health professional training programs. Competency frameworks for dietetics, medicine, nursing, occupational therapy, pharmacy, physiotherapy, and respiratory therapy were located and systematically compared. RESULTS All professions organized educational outcomes according to core competencies. As anticipated, interprofessional competencies of communicator, collaborator, and professional appeared in almost all frameworks, but with distinctions in described emphasis and scope. Evidence-based practice is not typically identified as an interprofessional competency but is similarly widely represented across the majority of disciplines. CONCLUSION Our review suggests common understanding of shared competencies should not be taken for granted insofar as how roles are described across disciplines' educational frameworks. Further study to explore how interprofessional competencies are practically interpreted by clinicians and used to judge students training with their team, but who are outside their own health discipline, is warranted.It is important for individuals who have suffered a stroke to be able to experience a weight-bearing aerobic workout, if able. For individuals post-stroke who experience genu recurvatum during gait, care should be taken to minimize abnormal forces on the posterior and internal structures of the involved knee. The purpose of this case study was to assess the biomechanics of the involved knee during the stance phase of gait of an individual who, post-stroke, walked with a stiff-knee gait in 9 different orthotic conditions. It was hypothesized that a knee-extension-limiting orthotic would minimize abnormal knee hyperextension range of motion (ROM) and peak knee extension moment during the stance phase of gait. It was found that a knee orthotic with a 15° extension stop was most effective in reducing peak knee hyperextension ROM and extensor moment during the stance phase of gait. This study provides clinicians with evidence of an intervention that reduced peak knee hyperextension ROM and extension moment during stance in an individual post-stroke with genu recurvatum who walked with a stiff-knee gait. Further study should compare this orthotic approach to other orthotic approaches to control knee hyperextension for individuals post-stroke who walk with a stiff-knee gait.BACKGROUND Preliminary evidence shows the successes of student-run free clinics (SRFC) in improving patient health; however, continued research is required on the effectiveness of student-delivered occupational therapy (OT) for individuals with acquired brain injury (ABI). The purpose of this study was to evaluate the effectiveness of OT treatment on patient outcomes in a SRFC for ABI. METHODS A single-group pre/post study examined the effect of a 12-week OT intervention for 26 individuals with ABI on seven outcome measures using Cohen's d and effect size r for non-normal samples. RESULTS The intervention had a large effect (≥0.8) on upper extremity function, goal improvement, and functional balance, a medium effect (0.5 less then x less then 0.8) on self-perceived physical health and activity participation, and a small effect (0.2 less then x less then 0.5) on cognition and mood outcomes. CONCLUSIONS This is the first study to show the effectiveness of an OT SRFC. Participation in this clinic had a positive effect on activity-based goals, physical, cognitive, health, and psychosocial outcomes of clients with ABI.BACKGROUND Retention in emergency medical services (EMS) is a concern. To evaluate workforce stability within EMS, it is critical to understand factors that may lead an emergency medical technician (EMT) or paramedic to leave the profession. OBJECTIVE We compared the most important factors influencing an EMT or paramedic's decision to leave EMS and determined whether these factors differed between the two certification levels. METHODS We performed a cross-sectional analysis of an electronic questionnaire deployed to EMTs and paramedics who did not renew National EMS Certification in 2017 and were no longer working in EMS. Chi-squared tests with Bonferroni adjustment were used to compare factors between the two groups. RESULTS Of the 5,093 responses, 53.1% (n=2,703) were no longer practicing in EMS and were included in the analyses. The most important factor for leaving EMS was pursuing education for EMTs (20.6%) and seeking better pay/benefits for paramedics (19.6%). Excluding those considering retirement, 32.4% of EMTs and 16.4% of paramedics (p less then 0.001) stated an intention to return to EMS. CONCLUSION EMTs and paramedics leave EMS for different reasons, and fewer paramedics reported an intention to return. The need for better pay and benefits and lack of career advancement opportunity were common themes.Allied health professionals spend a considerable amount of time listening to and communicating with patients while providing care. The inclusion of appropriate communication skills as a part of the core curriculum for allied health professions is crucial. Metaphorical representations are used by both patients and healthcare providers when communicating. Patients express their symptoms using metaphors and health professionals may use metaphors to facilitate the provider-patient interaction. It is reasonable to expect that allied health faculty would intentionally train their students in the use of metaphor. However, research on knowledge, use, and perception of metaphors among allied health faculty is absent. To address the gap, our study, by using a 13-question online anonymous survey, aimed to 1) assess how well faculty of nutrition, respiratory therapy, athletic training, and occupational therapy programs recognize metaphors, and 2) determine if faculty use metaphors when they have to explain a clinical concept. A total of 366 participants completed the survey. Participants agreed on the value of metaphorical communication and showed a willingness to use metaphors in educational settings to teach a clinical concept. Participants were often not able to correctly identify metaphors when used in sentences.Recent research has identified the relationships between adverse childhood experiences (ACEs) and adult adoption of health risk behaviors, negative health outcomes, and measures of well-being. Given these findings, it is important to consider training models that educate allied health students about the relevance of ACEs to adult health across a myriad of practice settings and equip them with the skills necessary to help patients with a history of ACEs. Physical therapy (PT) and occupational therapy (OT) are key members of the health care team, well positioned to address ACEs with their patients. This study reports on the evaluation of an innovative simulation-based training program, Professional ACE-Informed Training for Health Professionals (PATH), conducted with 26 second-year PT and OT students. Pre- and post-training measures consisted of the General Self-Efficacy Scale, Adult Hope Scale, and a test of knowledge and familiarity with ACEs and trauma-informed care (TIC). Results indicate that self-efficacy, hope, and knowledge of ACEs and TIC increased from pre- to post-tests for both PT and OT students. Qualitative results demonstrate that PT and OT students appreciated participating in the training model and learned a great deal from their experiences; however, they would like even more information and instruction on how to work effectively with patients who have a history of ACEs. Fumarate hydratase-IN-1 Implications of this study and a discussion of the importance of continuing and expanding such training in rehabilitation sciences education and training are provided.Admission into Doctor of Physical Therapy (DPT) programs includes assessment of academic and non-academic metrics. Due to a lack of reliability of non-academic data, programs may base the admission decision solely on academic metrics. The Grit Scale score (GSs) has well-documented reliability associated with perseverance and passion in the context of long-term goals. The purpose of this study was to determine if a relationship exists between the GSs and final cumulative DPT grade point average (GPA) and between the GSs and final DPT class rank, and thus determine if the GSs is a useful non-academic metric in the admission process. METHODS This nonexperimental correlational cohort study examined data from 168 DPT students during the years of 2012-2016 from one eastern university. The 12-item Grit Scale was administered during the on-site DPT application interview as part of the overall application process. Final cumulative DPT GPA and final DPT class rank were obtained from the students' university records. RESULTS There was a moderate, positive, linear correlation between the students' GSs and class rank percentile (r=0.532, p less then 0.01) and a moderate, positive, linear correlation between the students' GSs and their final cumulative DPT GPA (r=0.553, p less then 0.01). CONCLUSION With this evidence, DPT admissions committees may choose to consider the GSs as a non-academic admission metric to aid the admission's process. Additional research is needed to discern the effectiveness of the GSs as a predictor of performance in the professional program and in other entry-level health care academic programs.BACKGROUND Lumbar mobilization is a standard intervention for lower back pain (LBP). However, its effect on the activity of back muscles is not well known. OBJECTIVES To investigate the effects of lumbar mobilization on the activity/contraction of erector spinae (ES) and lumbar multifidus (LM) muscles in people with LBP. DESIGN Randomized controlled study. METHODS 21 subjects with LBP received either grade III central lumbar mobilization or placebo (light touch) intervention on lumbar segment level 4 (L4). Surface electromyography (EMG) signals of ES and ultrasound (US) images of LM were captured before and after the intervention. The contraction of LM was calculated from US images at L4 level. The normalized amplitude of EMG signals (nEMG) and activity onset of ES were calculated from the EMG signals at both L1 and L4 levels. RESULTS Significant differences were found between the mobilization and placebo groups in LM contraction (p=0.03), nEMG of ES at L1 (p=0.01) and L4 (p=0.05), and activity onset of ES at L1 (p=0.