Rehabilitation Students Research Articles

Opažanje samoefikasnosti studenata specijalne edukacije I rehabilitacije za rad u inkluzivnoj školi

is defined as one's belief in one's own capacities which determines one's feelings, way of thinking, reacting in certain contexts, and influences self-motivation. Teachers with a higher level of self-efficacy are more motivated, persistent, self-confident, they accept and apply new teaching methods, and are more open to accepting students with disabilities in their class. in students studying to become teachers can affect their readiness for future work. The aim of this research was to determine how special education and rehabilitation students perceive self-efficacy with regard to skills which are important in inclusive education. We were interested in which domains special education and rehabilitation students felt well prepared, and in which they needed additional or different training for efficient work in inclusive education. The sample included 133 special education and rehabilitation students (master academic studies and the final year of undergraduate academic studies) studying at the University of Belgrade (N=45), University of Novi Sad (N=46), and University of Zagreb (N=42). The data was collected during two academic years. Two scales were used for collecting data: Teachers' efficacy in inclusive practice, and Self-efficacy of special educators and rehabilitators in supporting a student with visual impairment in an inclusive The results showed that special education and rehabilitation students, finishing their final year of undergraduate academic studies or master academic studies, perceived a high level of self-efficacy for working in inclusive education (the scores were significantly above 4.33 for both instruments on all subscales), and that there were statistically significant differences among students from three universities/ modules in perceiving self-efficacy in supporting a student with visual impairment in an inclusive school.

Evaluating Rehabilitation Student Attitudes Toward Health Promotion Interventions for Individuals Who Are Aging and Living With Functional Limitations

By 2030, the population of individuals living in the United States aged 65 or older is estimated to reach 71.88 million people. In turn, rehabilitation professionals will be tasked with meeting increased levels of need. One approach for promoting health and well-being is physical activity (PA) which holds potential for reducing secondary health conditions and disability. This article examined (a) student attitudes toward PA interventions for aging individuals living with functional limitations, and (b) how student attitudes toward PA interventions might change following a service learning activity. A pre-test/post-test design was utilized. Results indicated that students tended to hold favorable attitudes regarding PA as a health promoting intervention. As a class cohort, no significant changes in student attitudes were observed. However, when evaluated by major, evidence for the value of experiential learning was noted, in addition to interesting changes in the attitudes of non-rehabilitation and human services majors.

An Exploration of Shared Decision Making Among Rehabilitation Students on a Service Learning Trip: A Phenomenological Investigation

Abstract Date Presented 4/19/2018 The purpose of this study was to identify descriptors of shared decision making in the context of international service learning and to identify shared decision making among participants. Students used a patient-centric model and explored roles as professionals in the context of this community. Primary Author and Speaker: Mary Zadnik Additional Authors and Speakers: Suzanne Trotter, Thomas Werner

Factors affecting the clinical education of rehabilitation students in Iran: A systematic review.

Background: Clinical education is one of the main parts in medical education, and rehabilitation sciences are not exception. Through clinical education programs, students gain required qualifications to enter professional life. Several factors impact on students' clinical education, and identifying these factors could help in the improvement of clinical education and could improve knowledge transferring to clinical practice especially in rehabilitation sciences in Iran. The purpose of present review study is identifying the factors potentially affecting the clinical education of rehabilitation students in Iran. Methods: A systematic review study conducted based on the evidence-based method on published articles from 2000 to 2017. The search process was carried out on MEDLINE, CINAHL, PsycINFO, and EMBASE databases. Results: A total of 167 papers were selected. Given identical findings and considering eligibility criteria, 12 articles in the fields of clinical education, clinical competence, professional ethics education, and clinical reasoning were ultimately chosen. Conclusion: The results indicate that many factors might influence the clinical education of rehabilitation science students. Environmental factors (including ministry policies, educational curriculums, clinical education environments, and educational facilities/equipment) and individual factors (the knowledge and skills of students and characteristics of clinical trainers) were identified as the most influential factors in clinical education.

Aktywność fizyczna studentów Wyższej Szkoły Rehabilitacji

Aktywność fizyczna studentów Wyższej Szkoły Rehabilitacji

Effect of international rehabilitation visiting student program on students’ professional development

One of the important and enduring strategies that developing countries take in advancing education and training of rehabilitation students and professionals is fostering international partnerships, improving the quality of international education provision, and encouraging partnerships with foreign education institutions. The purpose of this presentation is to describe and examine the effect of an international visiting student program in a university of USA on students’ professional development. A total of seventy students in rehabilitation from China participated in the three-month summer visiting student program that included a combination of didactic coursework, clinical observation, and cultural immersion in the past three summers. The outcomes of the program were evaluated annually through a mixed methods approach incorporating a single group pre/posttest analysis and focus group discussions. The quantitative portion of the study incorporated the use of two instruments: the Team Skills Scale (TSS) (Hepburn, Tsukuda, & Fasser, 2002), and one subscale of the Cultural Competence Health Practitioner Assessment (CCHPA) (National Center for Cultural Competency, 2014). Qualitative data collection included videotaped interviews with participants at the end of the CRISP prior to the participants returning to China. The participants were asked open-ended reflection questions by a CRISP staff moderator. The results of quantitative data analyses revealed significant differences between pre and post tests suggesting the summer program had significant impact on students’ team work skills and cultural competence. The results of qualitative data analysis echoed the findings of the quantitative data. Findings of the program evaluation revealed that international immersion programs is one of the effective stepping stones to help prepare and develop rehabilitation professionals for countries in which rehabilitation is less developed. The willingness of educational institutions to commit to working with partners in another country is vital to initiate the collaboration.

Prevalence of Stress, Psychological Distress and Social Support among Clinical Medical Rehabilitation Students in a Nigeria University

Prevalence of Stress, Psychological Distress and Social Support among Clinical Medical Rehabilitation Students in a Nigeria University

Universal Design for Learning in Rehabilitation Education: Meeting the Needs for Equal Access to Electronic Course Resources and Online Learning

As rehabilitation services and counseling educational programs aim to promote a philosophy of equal access for persons with disabilities within the classroom, in the profession, and within society in general, higher education accessibility measures should not be an afterthought but proactively sought throughout course design and delivery as an exemplar for future professional service provision and learning opportunity. Learning the basic principles of universal design will improve the ability of rehabilitation students to create an inclusive environment within a diverse field and working environment. Clear and easily achievable recommendations for course content and program materials accessibility compliance are outlined.

The Effect of Pain Neuroscience Education on Sports Therapy and Rehabilitation Students' Knowledge, Attitudes, and Clinical Recommendations Toward Athletes With Chronic Pain.

Context: Pain education is a fundamental part of a holistic approach to athlete injury management. Objective: To investigate the effect of pain neuroscience education (PNE) on sports therapy and rehabilitation students (1)knowledge of persistent pain, (2)attitudes toward athletes with persistent pain, and (3)clinical recommendations for athletes with persistent pain. Design: Parallel groups, single-blind randomized control trial. Setting: A university in the United Kingdom. Participants: Sixty-one undergraduate and postgraduate sports therapy and rehabilitation students. Interventions: The PNE session (intervention group) provided detailed information on the neuroscience of persistent pain, the modulating role of psychosocial factors on pain biology, and how this information could be used to inform clinical practice. The red flags (control group) session provided information on screening patients with persistent pain for serious/sinister pathologies. Each education session lasted 70 minutes. Outcome measures: (1)Knowledge-the Revised Pain Neurophysiology Questionnaire; (2)Attitudes-the Health Care Pain Attitudes and Impairment Relationship Scale; and (3)Clinical recommendations-an athlete case vignette. Results: Posteducation, the PNE group had a greater increase in pain neuroscience knowledge (mean difference 3.2; 95% confidence interval [95% CI], 2.1 to 4.3; P < .01) and improved attitudes (mean difference -10.1; 95% CI, -16.6 to -3.6; P < .01). In addition, students in the PNE group were more likely to make appropriate clinical recommendations (odds ratio [OR]; 95% CI) regarding return-to-work (OR = 6.1; 95% CI, 1.1 to 32.3; P = .03), exercise (OR = 10.7; 95% CI, 2.6 to 43.7; P ≤ 01), and bed rest (OR = 4.3; 95% CI, 1.5 to 12.8; P = 01). Conclusion: A brief PNE session can, in the immediate term, increase sports therapy and rehabilitation students' knowledge of pain neuroscience, improve attitudes toward athletes with pain, and shift their clinical recommendations in line with current guidelines. Such changes could lead to enhanced rehabilitation for athletes with persistent pain.

Does Neurophobia Exist Among Rehabilitation Sciences Students? A Survey At Universiti Kebangsaan Malaysia

Neurophobia, defined as ‘the fear of neural sciences and neurology’ is reported among medical students, which threatened their performance in neurology course. This phenomenon has not been studied among rehabilitation sciences students despite the significance of neurology as an area for rehabilitation. In this study we aim to assess the perceptions of neurology course and the possibility of neurophobia existence among rehabilitation sciences students of Universiti Kebangsaan Malaysia (UKM). We also aimed to identify learning methods which are regarded as useful among the students. A survey using self-administered questionnaires was conducted among 73 students from School of Rehabilitation Sciences of the university. Questions in the questionnaire were adapted from previous studies, in which neurophobia was indicated by poor knowledge and low confidence level in managing neurology course. Results showed that the percentage of participants who perceived having good knowledge of neurology was significantly higher than the percentage who claimed of having poor knowledge level (90.4% versus 9.6%, p < 0.01). Similarly, the percentage of participants who claimed having high confidence to handle neurology cases was higher than the percentage who expressed lack of confidence (79.2% versus 20.8%, p = 0.03). However, neurology course was perceived as difficult by majority of the participants (78.1%) when compared to other courses. Majority of the participants (97.3%) perceived clinical teaching as a useful method of learning rehabilitation science courses including neurology followed by problem-based learning (90.4%). While limited exposure to neurology cases was claimed as the main reason to why neurology is difficult. In conclusion, although neurology is perceived as a difficult course among rehabilitation sciences students, the students did not report lack of knowledge and confidence in the course. This implies that neurophobia does not exist among UKM rehabilitation students. Enhancement of learning methods may assist in reducing the level of difficulty of neurology course among the students. DOI : http://dx.doi.org./10.17576/JSKM-2018-27

A Study about Factors Influencing on Awareness toward the People with Disabilities by Undergraduate Students

본 연구는 대학생의 장애인식에 영향을 미치는 개인적·환경적 요인을 확인하고, 장애인식을 긍정적으로 개선시킬 방안을 제시하고자 하였다. 편의 표본 추출을 통해 총 1,998명의 대상자에게 설문조사를 실시하였으며, 이 중 설문조사에 동의하지 않았거나 결측값이 있는 41명의 설문을 제외한 총 1,957명의 설문지를 분석하였다. 설문지는 일반적 특성, 장애관련 경험, 장애인식에 대한 항목으로 구성 어 있으며 장애인식 항목은 4점 Likert 척도를 사용하였다. 수집된 자료는 SPSS Window 24.0 프로그램을 활용하여 분석하였으며, 기술적 통계분석, t-검정, 분산분석, 다중회귀분석을 사용하였다. 연구결과 첫째, 응답한 대학생들의 장애인식 총점은 평균 40.52로 긍정적인 점수에 가까웠다. 둘째, 여학생의 장애인식이 남학생보다 긍정적이었으며, 4학년의 장애인식이 가장 긍정적이었다. 셋째, 학과에 따라서는 비 재활관련학과 학생의 장애인식이 재활관련학과 학생의 장애인식보다 유의하게 긍정적으로 나타났다. 넷째, 지인 중 장애인이 있거나 지인 중 보건계열 종사가 있는 대학생들의 장애인식이 유의 하게 긍정적으로 나타났다. 다섯째, 장애인 관련기관에 봉사경험 유무를 기준으로 비교해 보았을 때 봉사경험이 있는 학생의 장애인식이 유의하게 긍정적이었다. 마지막으로 대학생들의 장애인식에 유의미한 영향을 미치는 요인은 성별, 학과, 지인 중 장애인의 유무, 장애관련 기관 봉사경험의 유무인 것으로 나타났다. 따라서 대학생들의 장애인에 대한 인식을 개선시키기 위해서는 이론적인 학습보다 장애인과의 긍정적인 경험을 활성화하는 것이 필요할 것이다.The purpose of this study was to examine the factors that affect the awareness of disabled in undergraduate students. A sample of 1,998 respondents was surveyed. Of these, a total of 1,957 questionnaires were analysed excluding the 41 questionnaires that did not agree with the survey or had a missing data. The questionnaire consists of the general characteristics, experience related to disability and disability awareness and we used a 4-point Likert scale. Collected data was analyzed using the SPSS 24.0 program and descriptive statistics, t-test, variance analysis and multiple regression analysis were used. According to the results of the study, the disability awareness score of our respondents was average 40.52. Second, female students had more positive about disability awareness than male ones, and senior students had more positive awareness than other grade students. Third, non-rehabilitation department students disability awareness was more positive than rehabilitation students. Fourth, the disability awareness of people who have a acquaintance member with disability or health worker were significantly positive. Finally, the awareness of people who experienced at the disability related institution were significantly positive. Therefore, to improve the awareness of undergraduate students about disabilities, it is required to activate positive contact experiences with people with disabilities rather than theoretical learning.

Learning outcomes of occupational therapy and physiotherapy students during their community-based education attachment

Background. Community-based education (CBE) is a learning approach that enables students to acquire skills by means of applied learning in the community. The goals of CBE include creating adequate knowledge, skills and attitudes that facilitate service delivery in communities. These goals ensure the provision of efficient health services to marginalised communities with significant resource constraints. The Department of Rehabilitation at the University of Zimbabwe, Harare, has adopted CBE as one of the learning approaches that enables students to acquire comprehensive skills for future service provision in the community. Objectives. To determine the learning outcomes of rehabilitation students at the University of Zimbabwe and to identify factors affecting learning during the CBE attachments. Methods. A descriptive cross-sectional survey was conducted at the University of Zimbabwe. Thirty-five final-year occupational therapy and physiotherapy students responded to a self-administered questionnaire. Data were analysed using Microsoft Excel 2013 (USA) and SPSS version 21 (IBM Corp., USA). Results. All the students reported that the CBE attachment improved their community-engagement skills, professional skills and personal growth. Barriers to effective learning included inadequate transport (100%), poor internet connectivity (82%), lack of research-related objectives (74%) and inadequate resources for CBE activities (60%). Conclusion. The CBE attachment enabled students to gain skills in community engagement, professionalism and personal growth. However, more funding directed towards CBE activities and introducing objectives related to research, are some of the strategies that might improve the students’ learning outcomes during the attachments.

Educational content related to postcolonialism and indigenous health inequities recommended for all rehabilitation students in Canada: a qualitative study

Background: Postcolonial analysis can help rehabilitation providers understand how colonization and racialization create and sustain health inequities faced by indigenous peoples. However, there is little guidance in the literature regarding inclusion of postcolonialism within rehabilitation educational curricula. Therefore, this study explored perspectives regarding educational content related to postcolonialism and indigenous health that rehabilitation students in Canada should learn to increase health equity.Methods: This qualitative study involved in-depth, semi-structured interviews with 19 individuals with insight into postcolonialism and health in Canada. Data were analyzed collaboratively to identify, code, and translate themes according to a structured six-phase method.Results: Four themes emerged regarding educational content for rehabilitation students: (1) the historic trauma of colonization and its ongoing impacts on rehabilitation for indigenous peoples; (2) disproportionate health burden and inequitable access to health services; (3) how rehabilitation is related to Indigenous ways of knowing; and (4) why rehabilitation is well-positioned to address health inequities with Indigenous Peoples.Conclusion: Results call for reflection on assumptions underpinning the rehabilitation professions that may unintentionally reinforce health inequities. A postcolonial lens can help rehabilitation educators promote culturally safe services for people whose ill health and disability are linked to the effects of colonization.Implications for RehabilitationGiven the powerful, ongoing effects of colonization and racialization on health and disability, recommendation #24 from the Truth and Reconciliation Commission of Canada calls for the education of health professionals related to Indigenous history, rights, and anti-racism. However, there is little curricula on these areas in the education of rehabilitation professional students or in continuing education programs for practicing clinicians.This is the first study to investigate expert perspectives on content related to postcolonialism and indigenous-settler inequities that should be included in the education of rehabilitation students in Canada.According to the participants in this study, rehabilitation educators in Canada should consider incorporating the following four themes into curricula to better address Indigenous-settler inequities in the context of rehabilitation: (1) the historic trauma of colonization and its ongoing impacts on rehabilitation for Indigenous Peoples in Canada; (2) disproportionate health burden and inequitable access to health services; (3) how rehabilitation is related to Indigenous ways of knowing; and (4) why rehabilitation is well-positioned to rise to the challenge of addressing health inequities with Indigenous Peoples in Canada.Postcolonialism is useful for rehabilitation providers because it is an approach that redirects the focus of problems from Indigenous People to the systems of oppression (specifically colonization and racialization) that cause ill health and disability.

Poster 147: Rehabilitation Student Run Interest Group Increases Medical Student Interest in PM&R

Poster 147: Rehabilitation Student Run Interest Group Increases Medical Student Interest in PM&R

Short-Term Job Shadowing Experience Benefits for Undergraduate Rehabilitation Students

This study explored the subjective experiences of rehabilitation services undergraduate students in a short-term job shadowing experience. Experiential reflections of 61 undergraduate rehabilitation services students (females = 91 per cent, age range 18–22 for 77.5 per cent of sample) from a midsized state university in the USA with a brief job shadowing assignment were gathered utilising reflection journals and analysed through Interpretative Phenomenological Analysis. Four interrelated themes emerged: encouragement to enter case management professions, field experience based definition of case management, appreciation of time management in case manager role, and application of related course material learned in the classroom. Results from the study suggest a brief job shadowing experience does improve students’ career exploration, understanding of aspects of a typical career for undergraduate rehabilitation graduates, and how to connect course material to the field.

Instilling positive beliefs about disabilities: pilot testing a novel experiential learning activity for rehabilitation students

Purpose: To develop and test a novel impairment simulation activity to teach beginning rehabilitation students how people adapt to physical impairments.Methods: Masters of Occupational Therapy students (n = 14) and Doctor of Physical Therapy students (n = 18) completed the study during the first month of their program. Students were randomized to the experimental or control learning activity. Experimental students learned to perform simple tasks while simulating paraplegia and hemiplegia. Control students viewed videos of others completing tasks with these impairments. Before and after the learning activities, all students estimated average self-perceived health, life satisfaction, and depression ratings among people with paraplegia and hemiplegia.Results: Experimental students increased their estimates of self-perceived health, and decreased their estimates of depression rates, among people with paraplegia and hemiplegia after the learning activity. The control activity had no effect on these estimates.Conclusions: Impairment simulation can be an effective way to teach rehabilitation students about the adaptations that people make to physical impairments. Positive impairment simulations should allow students to experience success in completing activities of daily living with impairments. Impairment simulation is complementary to other pedagogical methods, such as simulated clinical encounters using standardized patients.Implication of RehabilitationIt is important for rehabilitation students to learn how people live well with disabilities.Impairment simulations can improve students’ assessments of quality of life with disabilities.To be beneficial, impairment simulations must include guided exposure to effective methods for completing daily tasks with disabilities.

Vocational Rehabilitation Students' Experience of Problem Behaviors of Students with Disabilities and Effective Solutions

Vocational Rehabilitation Students' Experience of Problem Behaviors of Students with Disabilities and Effective Solutions

Evaluation of professional awareness in physiotherapy and rehabilitation students of Afyon Kocatepe University

In latest years, physiotherapists have been progressively interested in defining their professional identity. For this purpose, Physiotherapy and Rehabilitation Departments of universities in Turkey lecture courses about this profession. The students have the opportunity to improve their professional awareness in these courses. The aim of this research is to determine the professional awareness of the students of the Department of Physiotherapy and Rehabilitation at Afyon Kocatepe University. In the present study, “Professional Awareness Questionnaire” was applied to 227 students who is the first, second, third and fourth grade students at Afyon Kocatepe University. According to this study, the most correctly answered question was related to type of grade point for placement the department (95.2%). Interns respond more questions correctly (p 0.05). In conclusion, the findings from this study show that professional awareness can be influenced by individual differences. However, the level of professional awareness and the interest in the profession of the student can be increased by professional courses.

Determining the Relationship between Home Environment and Academic Performance. a case of Clinical Medical Rehabilitation Students of Obafemi Awolowo University

Determining the Relationship between Home Environment and Academic Performance. a case of Clinical Medical Rehabilitation Students of Obafemi Awolowo University

To Evaluate of Effective Factors on the Use of Social Network Sites in Health Field by Rehabilitation Students

Background: Students often use Social Network Sites and are willing to share information and communicate with teachers, colleagues and patients. Despite the increase in the application of the Social Network Sites as a tool for obtaining health knowledge, few studies have been conducted to evaluate the production and share of health information by rehabilitation students, especially in Iran. The aim of this study was to evaluate the use of the Social Network Sites for obtaining health related information by rehabilitation students. Methods: This cross sectional study was performed on 268 rehabilitation students of Semnan University of medical sciences in Iran, in 2015. The census method was used and the sampling method was not used in this study. The questionnaire was developed by the researchers that measured the attitudes of the students in relation to accessibility, usefulness and the use of the Social Network Sites. Results: The findings show the study subjects gained a low score (mean<4) in accessibility and usefulness. There were significant relationships between the participations’ demographic characteristics and the use of the Social Network Sites (P<0.001). Results showed that accessibility (B=0.538, P<0.001) and usefulness (B=0.802, P<0.001) of the Social Network Sites had a significant and direct relationship with the use of them. Conclusions: It is concluded that, the Social Network Sites had not been formally introduced to students and the students did not consider the Social Network Sites as an appropriate educational resource. Hence, they cannot be used as a resource of health information through sharing various cases of health information.