Rehabilitation Students Research Articles

Assistive technologies, educational engagement and psychosocial outcomes among students with disabilities in higher education

Purpose Increasing numbers of students with disabilities are accessing higher education each year, yet little is known about their assistive technology (AT) needs and its influence on relevant outcomes. The aim of this study was to examine met/unmet AT needs on educational engagement, academic self-efficacy and well-being and the impact of AT use in the areas of competence, adaptability and self-esteem for students with disabilities in higher education in Ireland. Methods One hundred and eleven students with disabilities completed a cross-sectional online survey comprising the College Learning Effectiveness Inventory, the Student Course Engagement Questionnaire, the Self-Efficacy for Learning Form Abridged, the Psychosocial Impact of Assistive Devices Scale, and the Warwick-Edinburgh Mental Well-Being Scale. Results AT use was found to have a positive psychosocial impact in the areas of competence, adaptability and self-esteem. Those whose AT needs were fully met scored significantly higher on academic self-efficacy, well-being, and on 4 of the 10 educational engagement subscales compared to those who had unmet AT needs. Met/unmet AT needs were not predictive of educational engagement. Conclusion These findings highlight the importance of AT from both educational engagement and psychosocial perspectives for students with a wide variety of disability diagnoses. The wide-reaching benefits of AT must be considered by governmental departments when making funding allocations to disability services within higher education institutions. Implications for rehabilitation Students with disabilities can face many additional challenges within the higher education environment. Findings from this research show that access to appropriate assistive technology can support students’ educational engagement, increase well-being and academic self-efficacy and have a positive impact in the areas of competence, adaptability and self-esteem. Disability and Assistive Technology Officers in higher education should be cognizant of both the educational and psychological benefits of assistive technology across diverse students with various disability diagnoses. Policy makers should consider the wide-reaching benefits of assistive technology when making funding allocations to higher education institutions.

Global health and rehabilitation education in Canada: a qualitative analysis of experiences and perspectives of educators

Background Rehabilitation practice is increasingly tied to global trends. First, healthcare services are increasingly tailored to be patient-centered, requiring knowledge of sociocultural contexts and experiences of a diverse patient population. Second, non-communicable diseases and morbidity stemming from infectious diseases are creating greater needs for rehabilitation services in countries facing this double burden of disease. Third, globalization continues to shape the risk factors for disease and disability and influences the type of services accessible and the financing and management of such services. Given this context, there is a critical need to examine how global health (GH) is approached in rehabilitation curricula. How students learn about these various dynamics will impact their ability to practice in this environment and best meet the needs of the patients and populations they are caring for. Objectives This study explores how university-level Canadian occupational and physical therapy educators understand GH within their academic and clinical practices. Methods The project followed a qualitative design. Semi-structured interviews were conducted with participants (n = 12; randomized purposive sampling was used). A deductive and inductive thematic analysis was performed to describe the participants perspectives on and practices of GH education in rehabilitation education programs. Findings There was an overall coherence between the literature and the participant’s views of the constituent elements of GH. Participants viewed GH as a framework to broaden the clinical training of students by encouraging a critical “clinical toolbox” via themes of structural competency, cultural sensitivity, and a sense of global citizenship and stewardship. However, GH was also described by participants as being implicitly present in the curriculum due to ambiguities regarding the scope of GH, seen as a key obstacle in the integration of GH education in rehabilitation programs. Interpretation Despite the growing interest and relevance of GH, there is a noteworthy absence of GH education guidelines. There is a need to uncover the scope and underpinnings of GH and to outline rehabilitation-oriented GH competencies as per the positive value of GH attributed by the educators to the training of our healthcare workforce. IMPLICATIONS FOR REHABILITATION Global health is seen by a sample of educators to provide rehabilitation students with a critical and holistic “clinical toolkit” by introducing themes of structural competency, cultural sensitivity and awareness, and global stewardship, enabling them to become good global clinicians and global citizens; The increased interest in global health throughout academic curricula presents new challenges for educators and students, specifically relating to understanding the mission and aims of this field. There is a need to clarify the notion and field of global health and how it complements clinical training within rehabilitation programs; There is a need to advance the literature on global health in rehabilitation by exploring what competencies are seen to be relevant to the field and practice of rehabilitation.

Paramedical students’ perceptions of research: a survey

Background There is a general perception that research is underdeveloped in rehabilitation professions. However, a PubMed search found that the growth in publications in the rehabilitation field was twice that of the general medical field. Despite this growth, another study focusing on Europe found that the proportion of articles reporting on clinical research in the rehabilitation field remained low (less than 40% of articles). This could be due to lack of teaching about research in rehabilitation schools or the late introduction of such courses. Aims Describe the students’ perceptions of research: their desire to conduct research, the usefulness of research and research competence. Methods Questionnaire survey targeting all French paramedical students (speech therapy, occupational therapy, psychomotricity, audiometry, physiotherapy, orthoptics) in their final year of study in 2018-2019. Results Overall, 791 students completed the full survey representing a response rate of 36.3% of the students contacted. Only 34.3% of rehabilitation students were willing to conduct research despite finding it useful (98.6%). The main barrier was the preference for their core operational work (cited 444 times, representing 17.6% of citations). There was a significant relation between perceived competence and the attractiveness of research: 84% of the students not interested in research felt they were not competent to conduct research but this figure dropped to 57.6% amongst the students interested in research (OR 4.0; 95% CI 2.9-5.6). Using a multivariate analysis, we confirmed that the main incentive was feeling competent, as well as past contact with research and supervisors who promoted research work. Conclusion Students have little contact with research during their internships, low perceived competence and, consequently, little desire to conduct research.

The survey Awareness of Students in Hamadan School of Rehabilitation about Patients’ Rights Charter

Introduction: Patients’ right charter has been implemented for equal accessibility to all healthcare services. knowledge and regard of Patients' Rights is important to improve quality and strengthen the health system and patient satisfaction. The current study has been done with aim of evaluating the survey awareness of students in Hamedan school rehabilitation about patients’ charter. Methods: This cross-sectional, descriptive, and analytical study was performed. The study population included 143 students (all of them) in rehabilitation facility. The data-gathering tool was a valid and reliable questionnaire based on the elements of Iran patients' rights developed by the Ministry of Health and Medical Education (MOHME).The collected data were analyzed by descriptive and analytical statistics using SPSS 23 software. Result: The results show that students were 64.3% female and 35.7% male. 44.1% occupational therapists, 30.8% speech therapists, 25.2% audiologists. The inputs of the year 92 were 8.4%, the inputs of the year 93 were 34.3%, the inputs of the year 94 were 35% and the inputs of the year 95 were 22.4%. The total awareness of students was 10.62 ± 4.70 There was a significant relationship between knowledge of access to the effective system of complaints and access to information and the year of entry students (P = 0.02). There wasn't significant relationship between gender and Age and field of study the students’ awareness (P = 0.14) (P > 0.05). Conclusion: Approximately half of the participated students had low level of awareness about patients’ charter right .Therefore, it is suggested that greater emphasis should be placed on inclusion and support of patients' rights in course and curriculum planning is necessary.

Undergraduate Rehabilitation Student Perceptions of Postgraduation Outcomes and Professional Identity

With the recent changes in the field of rehabilitation, combined with the absence of a singular career path and flexibility in graduate degrees, there is a growing need to address the quandary of a professional identity for undergraduate-level rehabilitation practitioners. A unified professional identity is important for students attempting to understand the profession, including professional standards, expectations, and codes of ethics. The purpose of the present study was to gain an understanding of undergraduate rehabilitation student perspectives on elements of a professional identity and intentions related to their pursuit of a rehabilitation degree. Participants (n = 129) were recruited from two undergraduate rehabilitation and disability programs; one program was in the Southern United States and one in the Midwest. Results indicate that participants overwhelmingly were interested in pursuing graduate degrees, albeit focus on an employment outcome postgraduation increased based on duration in degree. In addition, participants did not appear to value specific rehabilitation-related careers significantly above others, and very few had a clear grasp of specific national organizations, credentials, or codes of ethics related to their degrees. It is recommended that undergraduate rehabilitation and disability studies (URDS) programs incorporate extensive career exploration activities, preparation for graduate school admission and completion, and a clear understanding of national professional organizations, codes of ethics, and available credentials. Furthermore, with the support of national organizations and practitioners, the coherent development of a rehabilitation identity within undergraduate students should be encouraged in order to best facilitate their involvement in the broader field of rehabilitation.

Benefits and Harms of Short-Term International Academic Experiences Among Rehabilitation Students: A Systematic Review.

More rehabilitation students are engaging in short-term international experiences to gain clinical experience with a novel population or setting. Further investigation of the impacts on the students and host populations resulting from these initiatives is needed. The purpose of this study was to examine the benefits and harms of short-term international academic experiences completed by rehabilitation students for both the student and the host populations. PubMed, Embase, and CINAHL were searched for studies from 1998 through March 2019; any study design was eligible for review. Independent reviewers screened and selected studies. To be eligible, articles had to include a rehabilitation student participating in a short-term clinical or community-based experience. Two independent reviewers extracted data from included studies. Outcomes included benefits and harms of international academic experiences on students and host populations. Oxford Level of Evidence was used for quality assessment. Nineteen studies met eligibility criteria. The most prevalent benefits and harms to students were increases in cultural and clinical competence and emotional health risks. The most prevalent benefits and harms to hosts were novel training and decreased productivity. Highlighting benefits and harms serves a pivotal role in investigating ways to create more effective, mutually beneficial relationships between home and host populations. Future research should aim for a deeper analysis of the impact of short-term international academic experiences on host populations to develop and deepen sustainable partnerships. With more rehabilitation students engaging in short-term international academic experiences, this review provides important guidance for the profession, including the recommendation that outcomes regarding the potential benefits and harms for home and host populations should be collected at 3 key times: immediately pre-departure for the host country, immediately post-departure in the home country, and 1-year post-arrival in the home country.

REHABILITATION STUDENTS’ PERSPECTIVES OF NEGATIVE ATTITUDES (OPPRESSION) TOWARDS STUDENTS WITH DISABILITIES IN GHANA

Many models of disability have been propounded but popular among them is the social model and/or the rights-based model. According to the social model of disability, there are clear relations between the barriers that people with disabilities experience and their suppression by able-bodied people. Community-based rehabilitation students of the University of Education, Winneba in Ghana have been trained to work from a social model perspective of disability. Through action research this study investigated how the students understand the oppression of people’s negative attitudes towards persons with disabilities. Following an initial phase of interviews with past cohort of students, changes were implemented in the CBR rehabilitation programme. Subsequent interviews with current students demonstrated that the current students have greater understanding of the complexities of the oppression of people with disabilities than the past students. Recommendations have been proffered to align training on the negative attitude formation about persons with disabilities to a human rights approach to disability. Article visualizations:

Feasibility and Acceptability of a Student-Led Lifestyle (Diet and Exercise) Intervention Within a Residential Rehabilitation Setting for People With Severe Mental Illness, GO HEART (Group Occupation, Health, Exercise And Rehabilitation Treatment).

PurposePeople with severe mental illness (SMI) experience poor physical health and premature mortality, contributed significantly by modifiable lifestyle risk factors such as poor nutrition, low cardiorespiratory fitness, and physical inactivity. Lifestyle interventions can reduce cardiometabolic risk and confer a range of other positive mental and physical health benefits. We assessed the feasibility, acceptability, safety, and preliminary effectiveness of a lifestyle (combined dietary and exercise) intervention lead by senior exercise and dietetics students in a residential mental health rehabilitation setting.DesignSingle arm, prospective study evaluating outcomes pre and post a 10-week dietary and exercise intervention.MethodPeople with SMI from three residential rehabilitation units participated in a mixed aerobic and resistance training exercise intervention three times per week that was combined with a dietary intervention (six individual and group sessions). Primary outcome considerations were feasibility (recruitment, retention, and participation rates), acceptability, and adverse events. Secondary outcomes were preliminary effectiveness; (functional exercise capacity, volume of exercise, and metabolic markers), psychiatric symptoms, quality of life, and attitudes to exercise.ResultsForty-two participants were recruited (92% primary diagnosis of schizophrenia). Intervention feasibility was supported by high levels of recruitment (68%), retention (77%), and participation (70% exercise, 65% diet sessions); and the absence of serious adverse events. Significant improvements in functional exercise capacity, volume of exercise, general psychiatric symptoms, and negative psychotic symptoms occurred. Anthropometric and metabolic blood markers did not change. While the intervention was acceptable to participants, motivation for and perceived value of exercise reduced over 10 weeks.ConclusionsA brief pragmatic student-led lifestyle intervention integrated into usual mental health care was feasible, acceptable, safe, and scalable across two additional mental health residential rehabilitation sites, and resulted in physical and mental health improvements. Increased frequency of dietary sessions and length of dietary intervention may improve metabolic outcomes in the future. People with SMI living in residential rehabilitation units should have access to lifestyle programs to address modifiable lifestyle risk factors. While this brief intervention was feasible and acceptable, this study highlights some of the challenges associated with maintaining motivation for healthy lifestyles for people with SMI. Longer term investigation of real-world lifestyle interventions is warranted, together with additional interventions that may support people with SMI to sustain motivation to address lifestyle factors.Clinical Trial RegistrationThe trial was registered with the Australian New Zealand Clinical Trials Registry (ANZCTR), Unique Identifier: ACTRN 12618000478213, http://www.anzctr.org.au Universal trial number (UTN)—U1111-1211-4009.

Barriers to using assistive technology among students with visual disability in schools for the blind in Delhi, India

Background Students with visual loss may benefit from assistive technology (AT) for their educational activities. Aim To understand the barriers faced in using ATs by students who have heard of ATs and reported needing them, but were not using (acquainted students), at schools for the blind in Delhi. Methods Two hundred and fifty students were selected randomly from ten schools for the blind in Delhi and screened for presenting and pinhole binocular distance vision using a modified ‘E’ chart and multiple pinhole occluder. Students were divided into two groups; 1/60 or better vision (likely to benefit from vision-based AT) and <1/60 vision, (likely to benefit from tactile/sound-based AT). Awareness of, and need for, ATs was investigated for each student with a questionnaire. Then information on barriers to using AT was obtained from students who knew about AT, felt they needed AT, but were not using them. This information was collected for a total of 42 ATs. Results The three most requested tactile/sound-based ATs for the 250 students were talking watch, Braille typewriter and audio format. The three most requested vision-based ATs in 69 (27.6%) students who had presenting or pinhole visual acuity less than 6/18 to 1/60 were near optical magnifiers, electronic magnifiers and large keyboard for computer. Non-availability of ATs in schools was the most common perceived barrier (43% of overall responses), followed by economic constraints (20% of responses). Conclusion Non-availability or limited possession of ATs and financial constraints were the major barriers to use of ATs among students. IMPLICATION FOR REHABILITATION Students with visual disability face many challenges in accessing assistive technology for their education learning, especially in low middle-income countries. Non-availability and limited possession of assistive technology by schools for the blind are main barriers in the study. School authorities must recognize their responsibility to ensure assistive technology (academic and non-academic related, visual and non-visual based) are made accessible for their students with adequate quantity. Future studies should focus on all school age children in the community rather than focusing on school going children.

Understanding Disability Biases in Undergraduate Rehabilitation Students: An Exploratory Study

Shaping and cultivating positive attitudes toward people with disabilities is an important task for all programs that prepare future rehabilitation practitioners. So too, is identifying potentially problematic attitudes or biases about ability status. With the growth of undergraduate rehabilitation programs, it is imperative for educators to understand the factors that may influence students’ biases about people with differing ability status. Many training programs address explicit biases (e.g., those measured via self report), but overlook the influence and existence of implicit biases among students. Furthermore, many trainings focus on stimulating awareness of potential bias, rather than diving into causes and impacts. In order to develop effective curricula for mitigating bias and training infused with social justice, it is critical to understand this phenomena. Using a quantiative design, the current study examines explicit and implicit biases of students in undergraduate rehabilitation programs at three institutions across the United States. Results support that explicit and implicit biases are two separate constructs and should be treated as such (i.e., educational activities about bias are not sufficient). In addition, the results were indicative of the importance of addressing biases as multidimensional, and the potential utility of contact experiences as a factor for mitigating bias.

Teaching ethics and professionalism in rehabilitation: an empirical research on active learning with university rehabilitation students.

Teaching ethics in university courses may benefit from different didactic approaches; nonetheless, it still seems unclear whether ethics teaching can be best offered in stand-alone courses or integrated into other courses, or perhaps both. We describe the experience derived from a structured teaching activity in the field of medical ethics, conducted during a lesson for the students of a rehabilitation university second-cycle degree course. The participating students were healthcare professionals with different graduate training in rehabilitation. The aim of the lesson was to discuss the essentials of the relationship between patients and rehabilitation healthcare providers, from an inter-professional viewpoint, focused on the principles of trust, mutual respect, power and personal closeness, which are essential components of the therapeutic relationship between patients and physical therapists. Shared moral norms guiding the professional conduct of healthcare professionals are a fundamental characteristic of these professions, promoting the public trust in these professions, tearing down barriers to inter-professional collaboration and communication. The results are remarkable, and there has been very positive feedback from the students concerning the production of the oath and its contents, as well as about the proposed teaching method, resulting in great interest in clinical ethics.

Studenti fizioterapije kao partneri u prevenciji infekcija povezanih sa zdravstvenom negom

Background: Hand hygiene compliances of healthcare students have been examined extensively. However, there has been no study in this area for the students of the department of physiotherapy and rehabilitation. The aim was to evaluate hand hygiene compliance of the department of physiotherapy and rehabilitation students after a briefing on hand hygiene. Methods: Before the summer practice, the students were briefed on hand hygiene. Then their hand hygiene compliance were assessed. Their sociodemographic characteristics, clinical summer practice data, and hand hygiene compliance based on the recommendations commented in the Centers for Disease Control and Prevention Guideline for Hand Hygiene in Health Care Settings were assessed with a questionnaire prepared by the researchers. Results: Of 53 students, 52 met inclusion criteria. The average correct answer rate was 82.69%. Students had inadequacies in selecting suitable hand hygiene techniques and in complying with hand hygiene indications in some situations related to their profession. Moreover, the students suggested that there was a great need for education (n = 24; 39.34%) and improvements in physical conditions (n = 21; 34.43%). Conclusions: As a conclusion, department of physiotherapy and rehabilitation students were aware of the importance of hand hygiene in terms of prevention of healthcare-associated infections. However, for department of physiotherapy and rehabilitation students, educational programs about hand hygiene is needed in order to gain optimal competence and to be able to protect and improve health care workers and patients safety.

Physiotherapy and rehabilitation students’ opinions on anatomy education: a cross-sectional survey study

IntroductionThe study aim was to establish physiotherapy students’ opinions about anatomy education, to explore attitudes towards studying anatomy, and thus to evaluate possibilities to improve anatomy education.MethodsSecond-year physiotherapy students (98 females, 57 males) voluntarily participated in this study. Data were obtained by a questionnaire, which consisted of 35 questions.ResultsThe participants’ mean age was 22 ± 1.77 years. The grade point average of females was higher than that of males (&lt;i&gt;p&lt;/i&gt; = 0.001). Although the study duration per week and grade point average were moderately correlated in females (&lt;i&gt;r&lt;/i&gt; = 0.397, &lt;i&gt;p&lt;/i&gt; = 0.001), no correlation was determined in males. The statement ‘Anatomy courses motivate me for my carrier’ achieved the highest mean score (1.45 ± 0.8). The least mean score (0.21 ± 0.2) regarded the association between the given anatomy education and clinical practice. For 75.48% of the students, the endocrine system was the most interesting. The musculoskeletal system was learnt the best (69.03%). Video records and course notes given by the lecturer were the most beneficial studying materials for practical and theoretical anatomy lectures, respectively (&lt;i&gt;p&lt;/i&gt; &lt; 0.05). The textbook recommended by the lecturer turned out the least beneficial material for both practical (1.74 ± 0.82) and theoretical (1.17 ± 0.83) anatomy (&lt;i&gt;p&lt;/i&gt; &lt; 0.05).ConclusionsIt is anticipated that interactive educators will be more helpful to teach the lessons. Moreover, it seems that anatomy education in physiotherapy and rehabilitation departments may need revisions to enhance students’ motivation and improve academic learning.

Social Skills for Students in Helping Profession Working with Groups Under Risk

The lack of comprehensive information concerning the social skills of students in helping professions (psychologists, social workers, pedagogues, and special educators) imposes an important task for educational trainers. Students in training should learn appropriate communion skills for working with diverse vulnerable clients and communities in order to have adequate response to those in need. The data presented in this paper were obtain with use of qualitative and quantitative methods to measure empathy, altruism, and assertiveness in 450 psychology, pedagogue, social work and special education and rehabilitation students (IRI Index of interpersonal reaction, Davis, 1996, Scale of altruism, Raboteg-Šarić, 1993 and Scale of assertiveness, Zdravković, 2004) The results showed that there is a positive relation between the level of empathy and altruism, and a negative relation between the level of empathy and assertiveness in students. In addition, there are significant differences in the birth order, gender, year of study, the quality and the quantity of the education in the field (practical work) that they have participated in during the studies. The obtained results cannot be generalize to all helping professions because of the sample limitation, but they are significant for seeing the current state in regards of the examined characteristics and for building a strategy for their improvement. At the same time, the results present a significant indicator that confirms the idea of redesigning the current study programs that would provide opportunities for the present students to get the needed competencies for providing their professional success.

Social Skills for Students in Helping Profession Working with Groups Under Risk

The lack of comprehensive information concerning the social skills of students in helping professions (psychologists, social workers, pedagogues, and special educators) imposes an important task for educational trainers. Students in training should learn appropriate communion skills for working with diverse vulnerable clients and communities in order to have adequate response to those in need. The data presented in this paper were obtain with use of qualitative and quantitative methods to measure empathy, altruism, and assertiveness in 450 psychology, pedagogue, social work and special education and rehabilitation students (IRI Index of interpersonal reaction, Davis, 1996, Scale of altruism, Raboteg-Šarić, 1993 and Scale of assertiveness, Zdravković, 2004) The results showed that there is a positive relation between the level of empathy and altruism, and a negative relation between the level of empathy and assertiveness in students. In addition, there are significant differences in the birth order, gender, year of study, the quality and the quantity of the education in the field (practical work) that they have participated in during the studies. The obtained results cannot be generalize to all helping professions because of the sample limitation, but they are significant for seeing the current state in regards of the examined characteristics and for building a strategy for their improvement. At the same time, the results present a significant indicator that confirms the idea of redesigning the current study programs that would provide opportunities for the present students to get the needed competencies for providing their professional success.

Investigating exam anxiety levels of physical therapy and rehabilitation students

Investigating exam anxiety levels of physical therapy and rehabilitation students

OPPORTUNITIES OF HOLISTIC APPROACH IN REHABILITATION PRACTICE

Holistic Medicine examines man as a single entity with his bodily, psycho-emotional and spiritual needs. Each person is an individuality and represents a bioenergy system. A holistic approach to rehabilitation practices perceives a broader view of man, health, causes of illness and treatment process.The purpose of the study is to investigate the interest and attitude of rehabilitation students regarding alternative treatment modalities in rehabilitation practice.Material and Methods: The subject of the study are 57 students in the specialty „Rehabilitation” from the Medical College at the Medical University of Plovdiv, to whom a direct anonymous questionnaire was administered.Results and discussion: Interviewed students have a different relationship to alternative methods used in rehabilitation practice. Future rehabilitators are interested in holistic approaches in rehabilitation practice in 73,68%. With the accepting attitude are 56,14%, enthusiastic are 22,8% and 22% are skeptical about alternative therapies. In 68.42% have a desire to train in different methods of holistic therapy and apply them in rehabilitation practice.Conclusions: the knowledge, skills and competences of the rehabilitative care are directly linked to the practice of alternative therapies. Holistic learning and the practice of alternative methods are interrelated in rehabilitation practice. Training is needed on alternative methods of treatment to be included in medical education.

Undergraduate Rehabilitation Students' Perspectives and Advice on Strategies for Successful Field Experiences

BackgroundLittle research has evaluated what types of factors contribute to successful field experiences among undergraduate rehabilitation students.ObjectiveThis study evaluated undergraduate rehabilitation student perspectives on (a) factors that contributed to student success during field experience placements, (b) the relevancy of rehabilitation coursework to the field experience, (c) how field experiences influence student career preferences and goals.MethodsField experience essays from 98 students were analyzed using a qualitative content analysis approach.FindingsStudents identified a variety of factors that had a positive impact on their field experiences and offered several recommendations for how future students might have successful field experiences. Students provided a description of the frequency at which their field experiences influenced their long-term career goals as well.ConclusionsThe findings of the current study provide rehabilitation education stakeholders with an understanding of the nature and value of the undergraduate rehabilitation field experience. It is clear that student volition is a key predictor of internship satisfaction and success. Furthermore, it was apparent that a variety of different factors may influence one's experience. Future research should explore how such experiences may be enhanced in order to identify best practices for training.

The relationship between self-efficacy and some demographic and socioeconomic variables among Iranian Medical Sciences students.

PurposeSelf-efficacy not only concentrates on specialty and competence but also considers the individual beliefs about what is obtainable. This study aimed to determine the effect of demographic and socioeconomic variables on self-efficacy status in students of Babol University of Medical Sciences.MethodsThis cross-sectional study was performed on 350 students of Babol University of Medical Sciences in 2016. The clustering-systematic random multi-stage sampling method was used for sampling. Data were collected using two demographic and socioeconomic status questionnaires as well as a General Self-Efficacy Scale (GSE). The collected data were analyzed using SPSS software version 18 at a significance level of P≤0.05.ResultsThe mean age of students was 21.37±2.28 years, and most participants were female (58%). The highest number of students (65.7%) studied at the bachelor level. The students’ mean total self-efficacy score was 61.08±8.67 and ranged between 25 and 82. There was a significant statistical relationship between self-efficacy index and variables such as family income, school, and grade. The highest positive relationship was observed in proper family income and the mean grade was higher than 16 (P≤0.001). Students in Rehabilitation and Paramedical Schools had lower self-efficacy compared to medical and paramedical students.ConclusionStudents’ self-efficacy is dependent on various socioeconomic and educational factors such as family income, academic grade, academic year, and school; so recognizing these factors can play an important and effective role in improving students’ academic achievement. Therefore, it is recommended to use effective educational interventions in colleges with students’ active role in different fields in order to promote students’ self-efficacy and improve their self-esteem and self-confidence.

Improving Latino/a American students’ attitudes toward persons with disabilities and use of live theater

AbstractThis study investigated the efficacy of a live theater performance intervention for enhancing the attitudes of pre-service rehabilitation students toward people with disabilities. A convenience sample of 54 undergraduate students of Latino/a descent (females = 33 and males = 21), age range 18 - 24 completed a pre-post design attitude change intervention. Data were collected on the students’ attitudes toward persons with disabilities, using the scale of attitudes towards disabled persons, and gladness, using a liker scale. Multivariate analysis of covariance was used to analyze the data. Results indicated the live theater performance intervention was more effective in providing positive emotion of gladness and in improving the attitudes of the students towards PWDs compared to simple print media.