Elgaardhalberg5331

Differences in the mean pre- and post-overall HSRT scores between groups and within groups were analyzed using independent and dependent t-tests, respectively. There was no significant difference between pre- and post-overall critical thinking scores as measured by HSRT after 9 weeks of intervention in both groups. However, there was a significant difference in the mean overall post-HSRT scores between groups (p=0.026). Hence, mind mapping is a viable active learning strategy to promote critical thinking in PA students.The path for faculty advancement and self-improvement is often uncertain in higher education. Even in the health professions, where we diligently prepare graduate students for clinical roles, our pathways for new faculty transitioning from clinical to teaching roles are often nebulous. this website This article describes the process that the MGH Institute of Health Professions undertook in developing a set of Faculty Development Domains to guide graduate health professions faculty as they progress through their teaching careers. The aim was to provide faculty with a framework for guidance and self-assessment to identify areas for improvement that align with institutional priorities and that will elevate their teaching and professional roles. This process of developing the framework, which included a review of the literature, iterative revisions, and faculty focus groups, ultimately yielded four comprehensive domains that encompass "good teaching" planning and preparation, classroom environment, instruction, and professional responsibilities.Background Integrating psychological principles into physical therapy treatment may enhance patient outcomes. One intervention strategy from psychological perspectives that could be integrated in physical therapy practice is power posing. There is a lack of research on the effects of power posing on functional outcomes commonly used in physical therapy. Objective To determine the effects of power posing on the timed up and go test score. Design Randomized controlled trial. Methods Subjects in the experimental group were instructed to stand with hands on their hips, elbows pointing out and feet approximately 1 foot apart for 20 s. Subjects in the control group were instructed to stand with hands and arms wrapping around the torso and feet together for 20 s. Timed up and go test was administered using an OmniVR Virtual Rehabilitation System before and after the postural intervention. Results The timed up and go test score changed by -0.17 s (SD 0.65) and -0.20 s (SD 0.43) for the experimental and control groups, respectively (p=0.87). Conclusions The timed up and go test scores for both experimental and control groups improved slightly. However, the results did not show significant effects of power posing in the timed up and go test scores.Purpose Psychological adjustment can impact individuals at various points during the formative years of their educational process. Health science programs can be highly stressful and potentially negatively impact physical and psychological health. This study intended to explore the fluctuations in stress levels in health science students during their first year of graduate school. Methods Study participants included students enrolled in four graduate health sciences programs Doctor of Physical Therapy (DPT), Occupational Therapy (OT), Speech-Language Pathology (SLP), and Physician Assistant (PA). Students completed the Brief Symptom Inventory (BSI) during the first week of graduate school (time 1), during the last 2 weeks of semester 1 (time 2), and at mid-semester for semester 2 (time 3). Subscales on the BSI included anxiety, depression, obsessive compulsive, phobia and somatization. Results A total of 79 students completed the scale at all three time points. Mean anxiety scores changed over time from time 53 at time 1, 57 at time 2, to 54 at time 3. At the three time points, mean depression scores were 53, 56, and 53; mean obsessive-compulsive scores were 57, 63, 59; mean phobia scores 51, 50, and 50; and mean somatization scores 49, 54, and 51. Discussion There are notable fluctuations in anxiety levels in health science students, and therefore, it is necessary to assist students in developing effective stress management techniques to help moderate the negative consequences of stress.Graduate school admissions interviews serve multiple purposes. Interviews allow applicants to promote non-cognitive attributes that may not have translated from other admissions materials. Additionally, the interview is often cited as a way for programs to assess the 'suitability' of an applicant. Evidence related to psychometric properties for graduate admissions interview processes is inconsistent. This study analyzes the psychometric properties of a specific group interview process for admission into an occupational therapy program. Retrospective data were used to assess interrater reliability using an intraclass correlation. Current students were invited to complete the RAND Social Health Battery to correlate with interview scores, two measures of social participation, to examine predictive validity. Results show a strong correlation between specific interviewers. A one-way ANOVA showed significant differences between individual interviewers. No significant correlation between interview scores and the RAND Social Health Battery was found. Results indicate that although inter-rater reliability was established, a closer look reveals individual differences between raters. The validity of the group interview, based on social participation, was not supported. Given the influence of the interview on admission processes, authors recommend programs complete in-depth evaluation of inter-rater reliability and identify and measure constructs intended to be captured in the interview.Background Most professions increased system-focused safety competencies after the release of the Institute of Medicine reports on errors, patient safety, and core competencies for health professions beginning in 1999. The physical therapy profession remained focused on individual safety, driven by accreditation requirements. Purpose To describe change in the knowledge and attitudes Doctor of Physical Therapy (DPT) students following a longitudinal system-focused patient safety curriculum and 22 weeks of clinical education. Methods Nine sessions of systems-focused patient safety discipline-specific and interprofessional curricular content. Knowledge/attitude change assessed via a modified Attitudes of Patient Safety Questionnaire (APSQ-III) and culture and professional questions from the Patient Safety Attitudes, Skills and Knowledge Scale (PS-ASK) questionnaire. Results There was a 100% and 97% survey response rate to pre and post surveys, respectively. Statistically significant changes in the mean response pre to post-survey were found for four of nine APSQ-III subscales. Eighteen of the 25 APSQ-III questions improved towards the desired direction, while 2 remained unchanged at 100%. Culture-focused attitude questions on the PS-ASK remained very low or did not change. Conclusion Student knowledge and attitudes improved in several important domains of patient safety including patient safety training, situational awareness, role of provider competence, and disclosure responsibility. Challenges remain in understanding professional responsibility and healthcare culture and its connection to error.Collaboration to increase capacity for healthcare professionals requires careful planning, open communication, implementation, formative and summative evaluation, and sustainability. International collaboration to meet the rehabilitation needs of China requires a supportive structure of faculty and staff implementing the program. The purpose of this article is to explore the development of a collaborative international rehabilitation education program and illustrate outcomes as they relate to professional development, cultural competency, and healthcare team skills. A retrospective analysis of program assessment data was completed including pre and posttest survey results and focused interviews. Results indicate that program participants had a significant positive change in values and beliefs towards cultural diversity and increased awareness of interdisciplinary team skills which contributed to overall professional development as future rehabilitation practitioners. The description and assessment of the program also serves as a framework for the development of future collaborative international rehabilitation education programs. Future research could explore institutional growth and faculty development of collaborating educational institutions.Hundreds of standard measures have been developed to assess a diverse array of conditions, characteristics, and outcomes essential to the practice of medical rehabilitation. These measures provide a common metric needed to coordinate care, communicate with stakeholders, and assess treatment efficacy. Allied health professionals typically rely on functional measures that correspond to their discipline and scope of practice, yet functional outcomes may be dependent on psychological and social (psychosocial) factors that affect a client's capacity to engage and actively participate in their care. The purpose of this study was to describe and compare the use of standard measures by allied health professionals, assess attitudes and beliefs regarding the use of these measures, and identify opportunities to enhance the utilization of these measures in regular clinical practice. To these ends, a 144-item survey was developed and administered to a national sample of 92 clinicians (physical and occupational therapy, recreational therapy, speech-language pathology, psychology and social work). Results indicate that a majority of participants reported using both functional and psychosocial measures. The three most assessed domains across disciplines were physical function (74%), activities of daily living (67%), and vital signs (57%), while speech and vocational assessments were measured less frequently. Utilization of psychological and social measures overall ranged from 39% for measures of community participation to 14% for work and economic outcomes. As function often plays a critical role in recovery, opportunities to enhance care may be realized by using a more comprehensive assessment strategy that includes both functional and psychosocial measures.Background The International Classification of Func¬tioning (ICF) model is recommended for interprofessional use to define, measure, and create health and disability policy. Our goal was to expand a uniprofessional student learning experience into an interprofessional experiential clinical learning experience focused on the ICF model. Methods An experiential interprofessional education program was developed for Physical Therapy (PT), Physician Assistant (PA), and Pharmacy students. Student teams interviewed a community mentor from a senior living community outside of class to explore their mentor's health journey, assess quality of life, and perform an environmental safety assessment. In this pilot study, students completed an anonymous, unique-identifier electronic survey with open response items pre- and post-experience. Data were coded using inductive thematic analysis. Results Four themes emerged learning about other professions (scope of practice), mentor's experiences with health care, treating the whole person, and improving team effectiveness.