Effects of early postoperative rehabilitation on infants with congenital cardiac disease

Abstract

differences between cohorts were demonstrated in student self-assessment of Documentation performance at midterm (p= 0.011), and Financial Resources performance at the midterm and final rating periods (p= 0.022 and p= 0.012, respectively). For Clinical Instructor (CI) ratings, there was a statistically significantly difference between cohorts at the final rating for Financial Resources performance (p= 0.044), indicating a higher CI rating for those students that participated in the CRB instruction. Faculty survey results demonstrated that theCBRapproach benefitted student learning, was not difficult to integrate into existing courses, and enhanced faculty learning. However, faculty had concerns regarding their comfort level with the material and whether it was replacing more clinically oriented content. Conclusion(s):The outcomes generally support the effectiveness of the CBR approach for integrating insurance policy, regulations, and documentation in a professional level physical therapist education program. Students learned to use regulatory and insurance policy information when making clinical decisions and participating faculty did not feel unduly burdenedby the integration of the this content into established case studies. Although the results are encouraging, further research is recommended. Implications: The project presents one method to effectively integrate insurance, regulations, and documentation content into a professional level physical therapist education program. It is hoped that newgraduate physical therapistswill have improved understanding and application of contemporary regulatory and insurance policy to provide efficient and effective patient care.