Health Professional Programs Research Articles

GSA STUDENT CHAPTERS: THE BEGINNING AND HOW TO START A CHAPTER AT YOUR INSTITUTION

Abstract The Gerontological Society of America (GSA) Student Chapter pilot project was approved by the GSA Board of Directors in December 2020. A GSA representative committee was identified where all GSA member groups were represented, including the selection of three ESPO members who applied to participate. Within a year, a GSA Student Chapter Handbook was written by the committee and reviewed by a GSA Student Advisory Panel (ESPO members who applied and agreed to serve). With the support of the GSA leadership and staff, nine higher education institutions (HEIs) volunteered to pilot a GSA Student Chapter (eight in the U.S. and one in Portugal) during the 2022-23 academic year. The first part of this session will provide information on how to create, implement, and operate a GSA Student Chapter at your HEI. The second part of this session will focus on health professions programs and integrating GSA Student Chapters with other national chapters. With a strong support system and mentoring system within ESPO, health professions programs may benefit from having student chapters integrate from various national organizations. These may provide advancement in learning skills, attitudes and knowledge, along with an extensive network of fellow students and practitioners to support their pre-clinical and clinical health professions education. This enhancement for Student Chapters, GSA with other organization chapters provides national and possibly international organizational connections/networking that will serve students throughout their careers.

LEANING INTO COLLABORATION AT ITHACA COLLEGE

Abstract Ithaca College is a private comprehensive college of about 6,000 students in upstate New York. Its Gerontology Institute (ICGI) was formed in 1992, with a major and a minor in Aging Studies added in 2001. Despite a high profile in the local community and in the field of gerontology, program evaluation consistently revealed important challenges including trouble promoting a gerontology major to high school seniors (especially important at a tuition-dependent school like Ithaca College) and credit-heavy health professions programs where advisors were reluctant to have students add a minor or double major. Institutional forces accelerated by the pandemic led to retrenchment in 2021, including the loss of the major as well as the ICGI being folded into a department of health sciences and public health. In this presentation, we share both details of past challenges as well as the ways in which we are moving forward with a more collaborative model focused on connections within the School of Health Sciences and Human Performance.

Factors Associated With Educational Completion for Students With Physical Disabilities in Physical Therapist Programs

Introduction. Few studies have investigated the specific factors associated with educational completion, or graduation, for students with physical disabilities (SWPD) in physical therapist programs. Review of Literature. Disability diversity has been at the forefront in nursing and medicine over the past several years with tangible action and research initiatives identified. Similar calls have been made in the physical therapy profession; however, research is needed to frame the scope of the topic. The purpose of this study was to explore the institutional context of where and how education for SWPD occurs and to identify the academic factors associated with educational completion for SWPD in physical therapist programs. Subjects. Accredited physical therapist programs in the United States with a history of graduating at least one cohort were invited to participate in a survey. Faculty with experiences working with SWPD were invited for interviews. Methods. A conceptual framework was developed based on known educational scholars and on theories specific to the disability community. From the framework, a one-phase convergent mixed-methods study was conducted. Data were collected, analyzed separately, and integrated. Results. Institutions with technical standards (TS) updated in the past 5 years were more likely to have admitted SWPD (P = .027). Statistically significant academic factors associated with successful completion of SWPD in physical therapist programs included private institutions over public, having recently updated TS, and having available faculty training on accommodations. Supports including having adaptable perspectives and using multistakeholder collaboration related to SWPD were identified during qualitative analysis. Barriers were grouped as roadblocks and having a fixed mindset. Discussion/Conclusion. These findings can be applied across physical therapist programs with a goal to improve disability diversity in the profession. Implications for other health professional programs, ongoing research opportunities, and practice recommendations are provided.

Perceptions of Incivility Among Students and Faculty in Entry-Level Health Professional Programs

Perceptions of Incivility Among Students and Faculty in Entry-Level Health Professional Programs

Incorporating One Health in health professions curriculum in the Dominican Republic

Training the global health workforce to help manage emerging risks (including pandemic preparedness) and build health system resiliency is a priority for health professions programs. Incorporating One Health competencies – which emphasize multidisciplinary collaborations to identify innovative solutions that connect human, animal, and environmental health – can prepare trainees to excel in their academic teaching, clinical practice, community health activities, laboratory diagnostics, and policy decision-making.

Collaboration from a Distance: Remote Simulation in Hybrid Healthcare Education

Introduction: Simulation is an established method to teach interprofessional collaborative practice, but little is known about best practices when using simulation for remote learning activities in allied healthcare education. This mixed-methods study seeks to provide hybrid healthcare program educators with evidence regarding the effect of a remote simulation to address the topic of interprofessional collaboration. Methods: Authors investigated student self-assessed competency, satisfaction, and self-confidence in response to a remote learning activity in which Doctor of Physical Therapy (DPT) students and licensed occupational therapists and speech language pathologists collaborated in a simulated pediatric case discussion via video-conferencing technology. The Interprofessional Collaborative Competency Attainment Survey-Revised and the Student Satisfaction and Self-Confidence in Learning scale were administered to 97 entry-level Doctor of Physical Therapy (DPT) students. One-on-one semi-structured interviews were completed to acquire student perception about the learning experience. Results: Results confirmed a significant increase in self-assessed collaborative competency attainment and students reported general levels of satisfaction and self-confidence in learning related to the interdisciplinary, remote simulated experience. Qualitative responses revealed three main themes: (1) unique interaction in a structured simulation experience, (2) ‘it was definitely a point of confirmation’, a learning experience, and (3) collaboration. Discussion: The use of remote healthcare simulation has the potential to improve interprofessional collaborative learning and practice among allied healthcare students. Faculty might consider the use of remote simulated experiences for the purpose of interprofessional learning in hybrid or online programs. Use of this teaching method within other groups of allied healthcare students should be examined. Implications for Practice Remote simulation can be an effective and satisfactory method of teaching interprofessional collaboration among allied healthcare students in hybrid programs. Quantitative and qualitative findings offer evidence that entry-level DPT students in hybrid programs value remote simulation as a learning opportunity and were engaged in the educational process. Faculty of hybrid allied health professional education programs may want to consider implementation of remote simulation for the purposes of interprofessional collaboration with the intent of readying students for practice.

Trait emotional intelligence in mothers of children with autism spectrum disorders

Studies that point to the difficulties in terms of communication, social skills, reading and interpreting emotions in parents of children with autism spectrum disorder (ASD), as well as those regarding the protective function of trait emotional intelligence (TEI), are not complemented by studies directly comparing TEI of caregivers of children with ASD and those of neurotypical children. The aim of this study was to examine differences in TEI between mothers of children with ASD and mothers of children of typical development, as well as the effect of different sociodemographic factors on maternal TEI. Participants were 156 mothers, divided into two groups: 1) mothers of children with ASD (ASD group) (N = 78) and 2) mothers of neurotypical children (control group) (N = 78). Participants completed the Serbian adaptation of the Trait Emotional Intelligence Questionnaire (TEIQue), short form, and answered various questions about their own and their children’s sociodemographic characteristics. Results suggest equivalence of global and factor-level TEIQue scores. Inspection of facet-level differences revealed higher scores on Stress management, and lower scores on Assertiveness in the ASD group compared to controls. Maternal age was not related to their TEI, while Well-being and Optimism of mothers decreased with increasing of ASD child`s age. Mothers with lower education had significantly lower TEI scores on several factors and facets regardless of the child’s ASD status. Obtained findings significantly contribute to the knowledge of perceived emotional self-efficacy in mothers of children with ASD which could elicit additional research and various mental health professional programs aimed at this vulnerable population.

Short animated video increases knowledge and perceived comfort in clinical counseling on inequitable health impacts of air pollution among interprofessional health learners and clinicians

BackgroundAir pollution is a major health risk contributing to global morbidity and mortality, yet clinicians do not routinely engage in counseling patients on this topic. Clinicians cite their lack of education as a common barrier. We developed a two-minute animated video on mitigating air pollution health risks and evaluated the efficacy of this video as an educational tool.MethodsIn March-June 2021, a convenience sample of Minnesota interprofessional health learners and clinicians viewed the video and completed an electronic survey that assessed pre-/post-video intervention changes in (a) didactic and clinically applied knowledge on health impacts of air pollution, (b) perceived comfort in identifying at-risk patients and counseling them on relevant preventive health behaviors, (c) intentions/barriers to counseling patients, (d) beliefs and attitudes related to the health harms of air pollution, and (e) perceptions of the overall acceptability of the intervention.ResultsThe 218 participants included learners and clinicians in medicine, nursing, and advanced practice provision. Respondents’ knowledge scores and self-reported level of comfort in identifying high-risk patients and counseling them on preventative health behaviors increased significantly pre-/post-intervention. The video also effectively altered participants’ misperceptions about the health impacts of air pollution. While less than half of participants (43.6%) reported they intended to engage in counseling patients as a result of watching the video, 52.3% indicated they might do so. Lack of time during clinical encounters and lack of training were reported as persistent barriers to engaging in this counseling. Overall, participants found the video to be an effective educational tool, indicating that they wanted their colleagues and patients to watch the video and would like to see further short, animated videos on other environmental health topics.ConclusionsA two-minute animated educational video significantly improved knowledge of inequitable health impacts of air pollution and improved perceived comfort in identifying and counseling at-risk patients among health professional learners and clinicians regardless of profession, level of training, or pre-intervention knowledge level. Academic health professional training programs and health systems should consider adopting this modality as a tool for educating learners, clinicians, and patients on environmental health risks.

Identifying the Needs of a Diverse Cohort and Engagement Opportunities That Foster a Sense of Belonging at a Hispanic-Serving Doctoral Program

ABSTRACT This mixed method study assessed the perceptions of health professional graduate students on a sense of belonging and evaluated the engagement experiences valued most in a graduate program across three domains of belonging, academics and diversity, equity and inclusion. Hispanic students valued building professional relationships with faculty and mentors more than non-Hispanic students while non-Hispanic students valued opportunities to discuss race relations outside the classroom. Belonging at the graduate level in health professional programs is distinct from undergraduate programs because of new expectations of developing into entry level clinicians. This study showed that Hispanic students significantly valued building connections with mentors, faculty and staff, identifying a need of continued supportive mentoring relationships within this population at the graduate level. Implications of these findings across the available literature are discussed.

The power to help or harm: student perceptions of transgender health education using a qualitative approach

BackgroundLack of transgender health education among health professional education programs is a limitation to providing gender-affirming care. Educational interventions have advanced in the past decade using a variety of pedagogical approaches. Although evidence supports that educational interventions can significantly improve student knowledge, comfort levels, preparedness, and clinical skills, few studies have addressed student perceptions of or receptiveness towards transgender health education. The study purpose was to explore student perceptions of transgender health education using a qualitative approach.MethodsWe utilized a basic qualitative design to explore student perceptions of transgender health education at a Catholic, Jesuit institution. Participants were medical students (n = 182), medical family therapy students (n = 8), speech, language and hearing sciences students (n = 44), and dietetic interns (n = 30) who participated in an Interprofessional Transgender Health Education Day (ITHED) in partnership with transgender educators and activists. Participants completed an online discussion assignment using eight discussion prompts specific to the ITHED sessions. Data were analyzed using the constant comparative method and triangulated across four medical and allied health programs.ResultsA total of 263 participants provided 362 responses across eight discussion prompts. Three major themes resulted: (1) The Power to Help or Harm, (2) The Responsibility to Provide Health Care, and (3) A Posture of Humility: Listen and Learn. Each theme was supported by three to four subthemes.ConclusionsHealth professional students were highly receptive towards transgender health education delivered by transgender community members. First-person accounts from session facilitators of both positive and negative experiences in healthcare were particularly effective at illustrating the power of providers to help or harm transgender patients. Reflection and constructive dialogue offers students an opportunity to better understand the lived experiences of transgender patients and explore their identities as healthcare providers at the intersection of their religious and cultural beliefs.

Current definitions of advanced multimorbidity: a protocol for a scoping review

IntroductionPeople living with and dying from multimorbidity are increasing in number, and ensuring quality care for this population is one of the major challenges facing healthcare providers. People with multimorbidity...

The value of the International Association for the Study of Pain to developing countries.

Since it was founded, the International Association for the Study of Pain (IASP) has been at the forefront of improving pain research, education, and effective pain management in both developed and developing countries. As IASP activities progressed, major differences between the practice of pain management, education, and research in developed countries compared with developing countries were identified. This led to areas of focus by IASP that included pain education to address poor knowledge of pain assessment and treatment, prioritization of pain management by governments and official national legislation and programs, and availability of pain treatments (especially potent analgesics). A few pioneering IASP members from developing countries in the early years encouraged more multidisciplinary professionals to join IASP and attend conferences. Inauguration of national and regional chapters was also encouraged, and regular continuing medical education programs were held, especially on topics from IASP conferences and global pain events. Many IASP chapters in developing countries have established collaborations with groups from developed countries, whereas IASP also implemented other innovative approaches including the developing countries working group, educational grants, pain camps, and multidisciplinary pain hubs with toolkits to develop pain experts for regions in the developing world. Thus, the influence of IASP in many developing countries has had a multiplier effect on the progress made in effective pain management, education, and research. Nonetheless, challenges remain and include better integration of pain management, education, and research in national health systems and academic programs for health professionals.

Assessment of the Attitudes Toward Childbirth in Health Sciences Students–Turkish Adaptation of the Questionnaire CAVE-ST-TR

Background: Developing and improving education and training programs for future health professionals as a way to enhance perinatal care and reduce obstetric traumas is a necessity. Objective: The goal of the current study is to adapt a questionnaire that evaluates health science students’ attitudes toward women’s childbirth experiences (CAVE-ST; acronym is for cuestionario de actitudes sobre vivencias y experiencias en el parto) into Turkish and assess its psychometric properties. Method: The sample comprised 950 undergraduate students in midwifery departments in Turkey aged between 20 and 41 years (M = 22.42, SD = 1.79). Participants filled out the Demographic Information Form as well as CAVE-ST-TR. Item and scale content validity index (I-CVI and S-CVI), confirmatory factor analysis (CFA), Pearson’s correlation coefficients, Cronbach’s alpha reliability coefficient, and Guttman split-half coefficient were used to examine psychometric properties. Results: The results revealed that the 52-item and four-factor CAVE-ST-TR is a valid and reliable tool to assess health science students’ attitudes toward women’s childbirth experiences. Conclusion: This study would enhance the cross-cultural utility of the questionnaire.

Feedback Versus Compliments Versus Both in Suturing and Knot Tying Simulation: A Randomized Controlled Trial

IntroductionSuturing is an expected skill for students graduating from health professions programs. Previous studies investigated student experience with teaching sessions utilizing constructive feedback versus compliments but did not investigate the combination of both. MethodsIn this parallel, randomized controlled trial, participants were divided into three groups: feedback (F), compliments (C), or feedback and compliments (FC). Participants received standardized instruction on simple interrupted suturing and two-handed knot-tying, and were videotaped performing this skill before and after the intervention. Performance was evaluated using a validated Objective Structured Assessment of Technical Skills (OSATS) instrument. Participants completed a preintervention and postintervention survey rating their task enjoyment and self-assessment of performance. Analysis was performed to determine differences between and within the groups using Kruskal–Wallis, Wilcoxon rank-sum, and Mann–Whitney U tests. ResultsA total of 31 students participated: 11 in C, 10 in F, and 10 in FC. The groups had similar preintervention OSATS scores. The F and FC groups demonstrated significant improvement in OSATS score after intervention, group C was not significantly different: F median of 11.25-19.75 points (P = 0.002); FC median of 11.75-21 points (P = 0.002); C median of 13-14 points (P = 0.2266). Between the groups FC and F both had significant performance improvement compared with C (P < 0.001 and P = 0.001 respectively). The FC group had a significantly higher rating of their enjoyment of the task on the postintervention survey compared with both the C and F groups with a median rating of 10 compared with 8 and 8 (P = 0.0052 and P = 0.0126, respectively). ConclusionsThe combination of feedback and compliments was associated with improvement in performance on suturing and knot-tying similar to the feedback-only group. The FC group rated a higher level of enjoyment of the activity compared to feedback or compliments alone.

Evaluation of virtual problem-based tutorials in healthcare professional education

Purpose To explore student and tutor perspectives on the learning efficacy of virtual, compared to in-person, problem-based tutorial (PBT) in occupational therapy, physiotherapy, and speech-language pathology health professional programs. Materials and Methods This was a quality improvement study using a cross sectional survey at a single institution. Separate student and tutor surveys were disseminated online. Students received the survey at two timepoints, tutors received the survey at one timepoint. Descriptive statistics summarized quantitative survey questions. Chi-squared or Fischer’s Exact analyses explored differences between in-person and virtual PBT. Exploratory analyses determined if associations amongst programs and/or between cohorts existed on variables of interest. Open-ended survey questions were analyzed using content analysis. Results A total of 241 students and 85 tutors completed the survey. Results demonstrate most students and tutors were satisfied with the use of virtual tutorials (77%; 89% respectively) and felt that they were effective in exploring content within the PBT course. However, students in the most recent cohort rated virtual tutorials more highly (p = 0.01). Conclusions Virtual modes of PBT were successful in achieving course objectives and led to high satisfaction in users. Health professional programs can use this information when designing virtual problem-based tutorial courses in the post-pandemic era.

Implementing a primary care simulation to improve interprofessional competencies

Learners from six health professions programs (athletic training, nursing, optometry, osteopathic medicine, pharmacy, and physical therapy) participated in a telehealth primary care simulation. The learners’ purpose of the simulated visit was to evaluate and manage a patient experiencing complications of type 2 diabetes, including vision changes, frequent falls, and a foot wound. ObjectivesThe objectives of the activity were to: 1) assess changes in perceived interprofessional abilities in the areas of communication, collaboration, roles and responsibilities, patient/family-centered care, conflict management and resolution, and team functioning, and 2) assess learner perceptions regarding the value of the interprofessional primary care simulation. ActivityLearners were divided into teams with 1–2 learners from each program (8–9 total learners per team) and each team interacted face-to-face in small individual classrooms. Trained faculty served as simulation facilitators in each classroom. Each team conducted a two-phase videoconference encounter with a trained standardized patient and family member. Between the two phases, each team conducted an interprofessional care planning session. Learner evaluation of the exercise used two validated tools, the revised Interprofessional Collaborative Competency Attainment Survey (ICCAS-R), and the modified Simulation Effectiveness Tool (SET-M) to inform the faculty. FindingsPaired t-test values on all 20 items of the ICCAS-R indicated statistically significant results (p < .001), and SET-M results indicated that over 88 % of learners strongly agreed or somewhat agreed with questions pertaining to their satisfaction with the activity. Findings from this activity can be used by other educational institutions to develop a primary care simulation based on the health professions available, thus enhancing interprofessional learning opportunities and overcoming a common barrier of limited clinical sites for interprofessional practice.

Development of an Interprofessional Competency Course Across Multiple Health Professions

Context Although interprofessional education (IPE) is not a new concept in health profession programs, the integration of this collaborative approach into athletic training education is still relatively new. Interprofessional education learning experiences can be embedded in a current course, presented in a stand-alone course, or integrated into service learning, simulation, or clinical education. Regardless of implementation strategy, IPE learning experiences should be adapted to each institution in response to program needs and resources available. Objective To describe the development of an IP course that includes 10 health profession programs. Background Although athletic training programs are required to implement IP collaborative practices, some institutions may experience challenges in developing strategies to meet this goal. Opportunities to engage in IPE initiatives may be present within your own college, institution, and community. Description We will describe the implementation of an IP course that included 10 health profession programs. The paper will outline the course design, course delivery, outcomes/data, and lessons learned along the way to support the continued advancement of IPE in athletic training programs. This course, through revisions, also included foundational understanding for concepts of cultural humility and the competence continuum along with strategies for respectful and effective team building in a diverse and IP environment. Clinical Advantage(s) Through this course, athletic training students are able to interact and collaborate with students from varied health profession programs, which leads to an increased level of rapport among students as well as discussions and integration of diversity, equity, and inclusion. The course also provides athletic training students with opportunities to educate future health professionals about athletic training. Conclusion(s) When contemplating implementing an IPE course, administrators should consider other health programming and students in their respective colleges, campuses, and communities. Other considerations for successful course development include administrative support and buy-in.

Pilot study: design, delivery and evaluation of a co-produced multi-agency mental health simulation-based education programme

Research shows inequity of access and provision of Simulation-Based Education (SBE) globally, perhaps especially for Simulation for Mental Health (S4MH). Integrated approaches to education improve outcomes, despite this, there is a lack of multi-agency education and service user/carer involvement. This innovative work involves service users and carers in the design, delivery and evaluation of an experiential, mental health, SBE programme for health and social care professionals, and multi-agencies. Highlighting important areas of inclusivity, equality and diversity provides valuable insight into the unique patient perspective and experience of their interactions with services and professionals, and knowledge, perspective, and role of the practitioner, considering the transition of the service user between services. In a mixed approach, data was collected between November 2021 and March 2022 by pre- and post-participation survey of participants’ thoughts, beliefs, attitudes, behaviours and experiences of the programme. A thematic method was used for qualitative data analysis. Completed survey response rate = 64%. Analyses constructed themes around safety, responsiveness, empathy, stigma and experience. Findings show increased confidence and understanding of roles following participation in the programme. Positive changes in empathy and respondents’ perspectives and behaviours were also reported. Findings inform better integrated, co-ordinated systems and practices, demonstrating mutual benefits of service user and carer involvement, and value of multi-agency learning; increased knowledge, safety, empathy, mutual appreciation of roles and recognition in the value of lived experience integrated into learning. Implications for practice and mental health care are relevant to multi-agency professionals, service providers, service users, carers and families. Simulation, Hybrid, Mental Health, Co-Production, Multi-Agency, Psychosis, Depression, Personality Disorder

LGBTQ+ cultural competency of Irish mental health professional students

Introduction The LGBTQ+ community is often discriminated against and stigmatized resulting in greater psychological and emotional stress compared to heterosexual and cisgender people. Consequently, poorer mental health is often observed in this community. To alleviate these disparities, mental health professionals need to be culturally competent. Therefore, LGBTQ+ cultural competency was explored in a sample of Irish mental health professional students. Methods A questionnaire was circulated among Irish students in mental health programmes. Out of approximately 700 students, 66 competed the survey, of which 23 identified as LGBTQ+. Results In terms of cultural competency, participants reported significantly higher attitudinal awareness compared to basic knowledge and clinical preparedness. Further, cultural competency was lower for transgender clients. LGBTQ+ patient education significantly predicted cultural competency when controlling for demographic variables. Three themes were generated from the open answers: experiences of cultural competency training, affirmative but uninformed, and recommendations for implementing training. Conclusion To provide adequate, affirmative care, cultural competency training should be a mandatory component of all mental health professional programmes.

What Are My Options? Introducing Health Professional Students to Subspecialties

Training programs for health professionals provide students with the general skills of their field, but only some exposure to the career paths that they might pursue after graduation. Students are often unaware of all specialty choices, and educators from less represented fields must look for ways to become more visible. This dilemma is faced by radiation oncologists, who often lack face time with medical students. In this piece, we present some recommendations for radiation oncology educators, based on our experiences, that can be adapted for use by other health professional educators to increase the visibility of their areas of practice for students.