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In the Winter 2019 issue, in the paper by Lucy et al., the link for the website that carries the appendix (CPBDL) has been updated.In the Winter 2019 issue, in the e-paper by Harmon et al., the name of one of the coauthors was spelled incorrectly. Corrected Gabrielle Scronce.Chronic pain is a problem that has become common across communities. Currently there is no uniform approach for treating chronic pain. The purpose of this study was to explore whether an association exists between personality type and the predisposition to developing chronic pain. Using a personality profile tool, we surveyed 29 subjects suffering from chronic pain and found that 25 of the 29 approached their pain experience from a "feeling" or subjective perspective. read more Emotion, rather than logic, was more likely to drive these subjects' understanding of their chronic pain state. Considering this predilection toward emotion should be part of treating patients with chronic pain states. Educators who prepare future health professionals and those professionals currently in practice should appreciate the psychosocial nature of chronic pain and direct treatment, at least in part, toward the psychosocial component of the lived pain experience.AIMS Current physical therapy curricula may not adequately address pain education. Pain Neuroscience Education (PNE) is an education tool that focuses on the influence of psychosocial pain triggers to help the patient gain better understanding of the pain experience. PNE is a potentially effective pain management intervention for sufferers of chronic pain. This research explored whether a single lecture/demonstration could produce evidence of enhanced understanding among Physical Therapist Assistant (PTA) and Doctor of Physical Therapy (DPT) students regarding chronic pain. METHODS The Neuroscience Pain Questionnaire (NPQ) and Health Care Providers Pain and Impairment Relationship Scale (HC-Pairs) were both administered pre and post lecture. The NPQ was completed again at 6 months post lecture by subjects who were DPT students. Case vignettes were administered to the DPT students to assess their ability to apply their understanding of PNE. RESULTS There was a significant improvement in scores from pre to post NPQ (knowledge of pain) and HC-Pairs (attitudes and beliefs). link2 The DPT students were able to apply their understanding of chronic pain to effectively respond to clinical scenarios. The DPT students retained the knowledge gained in the instructional program as indicated by the results from the 6 month follow-up.Many undergraduate students in the health professions experience group work throughout their educational development, but few have the opportunity to experience teamwork in the professional disciplines. Interprofessional teamwork is necessary for successful delivery of accessible, high-quality healthcare aimed at achieving good clinical outcomes and operational efficiencies. Developing teamwork skills early in health professions education results in more successful teams in the workplace. Implementing project-based curricula that integrate undergraduate research and teamwork can lead to discipline-specific learning. link3 The Biomedical Sciences (BMD) and Health Care Management (HCM) undergraduate majors in the UAB School of Health Professions (SHP) each focus on a distinct arm of the healthcare system. To provide these students with interprofessional training early in their education as emerging health professionals, the SHP honors curricula were revised to provide research-based experiential learning and team-building opportunities. Our approach engages BMD and HCM students in interprofessional teams in partnership with faculty mentors and community health providers to complete discipline-specific research projects that ultimately solve real-world problems, resulting in development of critical thinking, team skills, leadership, and cultural awareness of healthcare.PURPOSE Fascial adhesions can reduce range of motion (ROM). Different techniques of varying costs have been studied to release these adhesions and restore normal ROM, but none have compared instrument-assisted soft tissue mobilization (IASTM) with a roller massage stick. The objective was to compare the acute and residual effects of IASTM and a roller massage stick on active and passive hamstring ROM after a single treatment. DESIGN Prospective cohort study in a university laboratory. METHODS Sixteen (8M, 8F) recreationally active individuals (age 23.38±2.45 yrs). IASTM using Graston instruments and a roller massage stick were randomly applied to the hamstrings of the dominant or non-dominant leg for 3.5 minutes. Active and passive ROM were measured pre-intervention, immediately post-intervention, and 48-hrs post-intervention. RESULTS There was a main effect for time showing a significant increase in active and passive ROM from pre-intervention to immediate post-intervention (p0.05). CONCLUSIONS IASTM and the roller massage stick were equally effective immediately and over time, but the roller massage stick is more affordable.Professionals from healthcare and education frequently work together to serve clients in public schools. We devised an interprofessional activity including students in occupational therapy, physical therapy, speech-language pathology, social work, and education in which students designed an interprofessional intervention program for a school child with complex needs. Allied health students who expressed interest in pediatric practice were recruited to participate. Students filled out the Interdisciplinary Education Perception Scale (IEPS), a Likert-scale measure of perceptions about related disciplines, before and after the experience. Quantitative analysis of responses on the IEPS showed a significant improvement in interdisciplinary perceptions after the experience as evidenced by higher IEPS scores. Qualitative analysis using a narrative thematic description of reflections on the experience confirmed this finding. These findings suggest a brief, intensive preservice interprofessional experience can have a positive effect on students' interprofessional attitudes, and points toward aspects of these experiences, including student-led discussions and small group conversations, that students find especially appealing.Healthcare professionals are trained on cultural competence and the treatment of patients with respect. Little research exists to examine intimidation, harassment, and discrimination (IHD) of interdisciplinary health professions trainees in the clinical training experience or policies around such actions. We surveyed a group of interdisciplinary students in the advanced years of their programs about IHD while in clinical training. Descriptive data and open-ended questions were analyzed. Of 87 respondents, the most frequently observed and experienced IHD were inappropriate verbal comments, 26.4% and 41.4%, respectively; the most frequent basis of observed IHD was race/ethnicity (17.2%) and the most frequently experienced was gender (26.4%). Physicians were noted most often to be the primary source of IHD (16.1%), followed by nurses (12.6%) and fellow trainees (12.6%). Of respondents experiencing IHD, 12 reported harassment, 11 reported intimidation, 6 reported discrimination, and 4 reported bias. When asked if anyone intervened at the time of the incident, 21 replied yes, most often supervisors or colleagues who were told (n=12). The incidence of IHD in clinical training warrants development of interdisciplinary training initiatives to address these issues.PURPOSE To gauge awareness of physical therapy (PT) and determine if there is a need for raising awareness of it in Saudi Arabia, a survey was undertaken to assess public opinion. METHODS A 15-item survey was distributed to a convenience sample through social media for 2 weeks in April 2018. RESULTS 1,016 respondents (75.8% female) completed the survey, ranging from 15 years of age to >70, from all regions of the country. More than three-fourths were college educated. The survey showed broad awareness (98.2%) of PT, high trust (96.3%) in PT's ability to promote and enhance health, and a very high consensus (98.3%) that the public should be made aware of PT services.AIMS Faculty recruitment into leadership positions is increasingly more difficult. The purpose of this research study was to explore the perceived barriers and challenges to leadership positions in schools of allied health professions from a faculty perspective. METHODS This study utilized an exploratory, survey design with convenience sampling. The survey was electronically disseminated to academic representatives within the 115 ASAHP member institutions. Survey questions included basic demographic and faculty information and addressed perceptions of barriers and challenges related to leadership positions. RESULTS Responses were collected from 310 individuals, of whom 268 who completed the entire survey. Of these, 125 identified themselves as "full-time faculty within the institution and no prior administrative/leadership experience." Respondents were primarily female, white, non-Hispanic, with 10 or fewer years of faculty experience. The top five perceived barriers included time demands, concerns about increased workload, lack of experience, family obligations, and lack of mentoring. The top five perceived challenges included time management/workload demands, budgeting, faculty personnel issues, resource constraints, and fundraising. CONCLUSION Institutions should consider position announcements that reflect behaviors and characteristics versus rank and faculty line, provide education on daily responsibilities, and implement intentional mentoring and professional development in the area of leadership positions.Sexual misconduct in society is found throughout the literature. In healthcare, there is a paucity of research in regard to the understanding of what constitutes sexual misconduct, especially when examining the thoughts of students who are required to be a part of a clinical rotation. The purpose of this study was to examine athletic training students' perceptions of sexual harassment and to determine whether role (i.e., peer student, athlete, preceptor, coach) influenced their determination of what constitutes sexual harassment. A 21-item scenario questionnaire was sent to the 460 professional and post-professional Commission on the Accreditation of Athletic Training Education (CAATE) program directors with a link to forward to the current students. The scenarios were used to understand the students' level of where an action by a peer athletic training student, athlete, preceptor, or coach might fall on the sexual misconduct continuum. Results demonstrated that athletic training students tended to be more for-giving toward peers or athletes than preceptors or coaches. In order for clinical students to feel safe in their rotations, a greater understanding of what constitutes sexual misconduct must occur.AIM Education providers need to ensure that students allocated to a clinical placement are optimised for success. The aim of this study was to determine the relationships between physiotherapy students' summative assessment scores in pre-clinical coursework and their future performance in clinical practice. METHODS Selected as potential subjects were 123 students from four consecutive intakes (2010-2013) of an Australian entry-level Doctor of Physiotherapy program. Retrospective cohort summative assessment data for pre-clinical (Objective Structured Clinical Examinations [OSCEs], written examinations, and seminar presentations) and clinical practice (clinical practice scores) subjects in core areas of physiotherapy were retrieved. Clinical practice performance was assessed using the reliable and validated Assessment of Physiotherapy Practice instrument. A descriptive analysis, Pearson's correlations and multiple regressions were performed between mean pre-clinical and clinical performance scores. RESULTS Assessment data from 118 students were analysed.