Video Vignettes Research Articles

Media, trust, and the influence of urban/rural context and education on public sector worker stereotypes

ABSTRACT Public employees often face pervasive negative stereotypes. Despite a growing body of research, the factors contributing to such stereotypes remain underexplored. We present a pre-registered study with two population-based survey experiments using video vignettes—on teachers and police officers. Both investigate the impact of mediatized events, trust, and personal characteristics on stereotyping (n = 3,502). Our results show that news reports affect stereotyping of both professions. High and low trust are linked to positive and negative stereotyping, respectively. Lastly, urban/rural setting and education yield mixed effects. Our findings offer theoretical and practical implications for understanding factors shaping public employee stereotyping.

Focused on the Family: Development of a Family-Based Intervention Promoting the Transition to Adult Health Care for Adolescents with Type 1 Diabetes

Background/Objectives: There is minimal evidence for current interventions promoting the transition to adult healthcare for youth with type 1 diabetes (T1D). Few interventions exclusively target modifiable individual and family-based factors that contribute to transition readiness. The purpose of this paper is to describe the development of Behavioral Family Systems Therapy for Diabetes Transition (BFST-DT), a virtual family-based transition readiness intervention for adolescents with T1D. Methods: The development of BFST-DT occurred in three phases. In phase 1, focus groups with adolescents and young adults with T1D, their caregivers, and pediatric and adult diabetes providers were conducted to assess perspectives on common family challenges surrounding diabetes management and the transition to adult healthcare. In phase 2, focus group data were used to create video vignettes to be used as part of the intervention. In phase 3, BFST-DT was created through the adaptation of a previous evidence-based family intervention for families of adolescents with T1D. Results: BFST-DT is a virtual, 6-month family-based intervention involving four multi-family group meetings and six individual family meetings. It targets the modifiable and reciprocal interactions among individual and family transition readiness factors. Conclusions: BFST-DT is the first family-focused intervention promoting transition readiness in adolescents with T1D and is currently being tested. Intervention development benefits from prioritization of engagement with patients, caregivers, and providers, as their perspectives are invaluable for creating interventions that are relevant and acceptable to communities.

Neural Mechanisms of Social Interaction Perception: Observing Interpersonal Synchrony Modulates Action Observation Network Activation and Is Spared in Autism.

How the temporal dynamics of social interactions are perceived arguably plays an important role in how one engages in social interactions and how difficulties in establishing smooth social interactions may occur. One aspect of temporal dynamics in social interactions is the mutual coordination of individuals' behaviors during social interaction, otherwise known as behavioral interpersonal synchrony (IPS). Behavioral IPS has been studied increasingly in various contexts, such as a feature of the social interaction difficulties inherent to autism. To fully understand the temporal dynamics of social interactions, or reductions thereof in autism, the neural basis of IPS perception needs to be established. Thus, the current study's aim was twofold: to establish the basic neuro-perceptual processing of IPS in social interactions for typical observers and to test whether it might differ for autistic individuals. In a task-based fMRI paradigm, participants viewed short, silent video vignettes of humans during social interactions featuring a variation of behavioral IPS. The results show that observing behavioral IPS modulates the Action Observation Network (AON). Interestingly, autistic participants showed similar neural activation patterns as non-autistic participants which were modulated by the behavioral IPS they observed in the videos, suggesting that the perception oftemporal dynamics of social interactions is spared and may not underly reduced behavioral IPS often observed in autism. Nevertheless, a general difference in processing social interactions was found in autistic observers, characterized by decreased neural activation in the right middle frontal gyrus, angular gyrus, and superior temporal areas. These findings demonstrate that although the autistic and non-autistic groups indeed differed in the neural processing of social interaction perception, the temporal dynamics of these social interactions were not the reason for these differences in social interaction perception in autism. Hence, spared recruitment of the AON for processing temporal dynamics of social interactions in autism does not account for the widely reported attenuation of IPS in autism and for the widely reported and presently observed differences in social interaction perception in autism.

Time for health change: promoting community-based diabetes screening and prevention with video vignettes and social marketing

Meaningful communication between health service users and providers is essential. However, when stakeholders are unfamiliar with new health services, innovative communication methods are necessary to engage them. The aim of the study was to create, validate, and evaluate a video-vignette to enhance stakeholders’ (physicians, pharmacists, and laypeople) engagement and understanding of an innovative pharmacy-based diabetes screening and prevention program. Also, to assess the video-vignette’s capacity to measure appetite and appeal for such preventive programs. This mixed-methods study consisted of two phases. In phase one, a video-vignette depicting the proposed screening and prevention program was developed and validated following established international guidelines (n = 25). The video-vignette was then evaluated by stakeholders (n = 99). In phase two, the video-vignette’s capacity as a communication tool was tested in focus groups and interviews to explore stakeholders’ perspectives and engagement on the proposed service (n = 22). Quantitative data were analyzed descriptively, while qualitative data underwent thematic analysis. In total, 146 stakeholders participated. The script was well-received, deemed credible, and realistic. Furthermore, the video-vignette received high ratings for its value, content, interest, realism, and visual and audio quality. The focus groups and interviews provided valuable insights into the design and delivery of the new service. The video-vignette compellingly portrayed the novel pharmacy-based diabetes screening and prevention service. It facilitated in-depth discussions among stakeholders and significantly enhanced their understanding and appreciation of such health services. The video-vignette also generated significant interest in pharmacy-based diabetes screening and prevention programs, serving as a powerful tool to promote enrollment in these initiatives.

Facilitative interpersonal skills in benign versus challenging therapy situations in trainee therapists: a pilot study.

Therapists' responses to challenging therapy situations on the Facilitative Interpersonal Skills (FIS) performance task are a significant predictor of therapists' differences in treatment outcomes. The aim of this study was to assess whether the complexity of the therapy situation influenced the facilitative interpersonal skills of trainees. Trainee therapists (n=46) participated in an experiment in which they responded to a set of challenging and benign (i.e., non-challenging) video vignettes of therapy situations of the FIS performance task. Their responses were video recorded and coded by four independent raters. Results showed that trainees scored significantly higher on the FIS performance task responding to benign therapy situations than responding to challenging situations. This is the first study to investigate difficulty of therapy situations as a potential predictor or trainees interpersonal skills. Further research is needed to replicate these results in a larger sample.

Team-based learning (TBL) curriculum combined with video vignettes improves performance of undergraduate medical students on OSCE compared with TBL alone

BackgroundClinical practitioners think of frequent causes of diseases first rather than expending resources searching for rare conditions. However, it is important to continue investigating when all common illnesses have been discarded. Undergraduate medical students must acquire skills to listen and ask relevant questions when seeking a potential diagnosis.MethodologyOur objective was to determine whether team-based learning (TBL) focused on clinical reasoning in the context of rare diseases combined with video vignettes (intervention) improved the clinical and generic skills of students compared with TBL alone (comparator). We followed a single-center quasi-experimental posttest-only design involving fifth-year medical students.ResultsThe intervention group (n = 178) had a significantly higher mean overall score on the objective structured clinical examination (OSCE) (12.04 ± 2.54 vs. 11.27 ± 3.16; P = 0.021) and a higher mean percentage score in clinical skills (47.63% vs. 44.63%; P = 0.025) and generic skills (42.99% vs. 40.33%; P = 0.027) than the comparator group (n = 118). Success on the OSCE examination was significantly associated with the intervention (P = 0.002).ConclusionsThe TBL with video vignettes curriculum was associated with better performance of medical students on the OSCE. The concept presented here may be beneficial to other teaching institutions.

Evaluation of education initiatives to increase delivery of age-friendly care in retail clinics.

The Age-Friendly Health Systems model, encompassing four key elements (4Ms)-What Matters, Medication, Mentation, Mobility-is integral to delivering high-quality care to older adult patients. In May 2020, the MinuteClinic at CVS implemented the 4Ms model in all 1100+ store locations nationwide. To prepare healthcare providers to deliver 4Ms care, educational modules were developed to provide an understanding of the gerontology principles that support the 4Ms model of care. Our goal was to evaluate the effectiveness of these education modules on improving reliable 4Ms delivery during retail clinic visits. Educational modules were provided to nurse practitioners and physician associates to complete in a self-directed manner. These included an orientation module with scenarios comparing usual care and 4Ms care, 12 monthly grand rounds focusing on 4Ms case studies, and 10 video vignettes on 4Ms integration. We examined the association between number of education modules completed with the average number of Ms delivered per visit (M-Score) using descriptive statistics and a generalized linear mixed-effects model. Over 70% of 2783 providers completed at least one education module. Rates of 4Ms care delivery were 1.37 (1.36-1.39, p < 0.001) times higher among those that completed an orientation course compared to those that did not. Higher uptake of education exhibited a dose-response relationship with rate ratios between 1.77 (1.74-1.80, p < 0.001) for 1-2 modules beyond orientation, up to 2.94 (2.90-2.99, p < 0.001) for eight or more modules. The self-directed learning environment (e.g., providers self-select the number and type of courses) reflects real-world variation in engagement. Despite this variation, significant improvements in 4Ms delivery were observed at any level of educational exposure, underscoring the value of prioritizing education time with quality improvement initiatives.

Mental Health Stigma in the Workplace and its Association with Possible Actions of Managers to Prevent Sickness Absence of Employees with Mental Health Problems in the Swedish Private Sector: a Video Vignette Study.

Mental health problems (MHPs) are subjected to workplace stigma and can deteriorate into common mental disorders (CMDs) and sickness absence (SA). Research has shown that personal stigmatizing attitudes limit managers' efforts towards employees with MHPs, but knowledge is lacking regarding stigma in social contexts (contextual stigma) and different types of possible preventive actions. This study investigates personal stigmatizing attitudes and three contextual stigma layers (employee, collegial, organizational) and different types of possible actions to prevent SA of employees with MHPs. Survey data of 2769 Swedish managers working in the private sector were analysed. Personal stigmatizing attitudes were measured with the managerial stigma towards employee depression scale and supplemented with four additional items capturing contextual stigma. Managers watched video vignettes and assessed which preventive actions (n = 20) were possible to use in their organization. A sum score was calculated reflecting the 'number of actions'. Principal component analysis revealed three action types: adapt tasks and setting, involve experts, and social support. A score reflecting the 'possibilities to implement actions' was calculated for each type. Multiple linear regression analyses were conducted with the four stigma layers as independent variables for each of the three action variables. Personal stigmatizing attitudes and contextual stigma were significantly associated with both 'number of actions' and 'possibilities for implementing actions' relating to all action types. Patterns of associations with contextual stigma were significant but varied between the different action types. This study substantiated the role of personal stigmatizing attitudes and contextual stigma in relation to possible actions of managers to prevent SA of employees with MHPs. The results emphasize the role of contextual stigma. Implications for practice and research are discussed.

Mind the Gap: How Teachers’ Professional Development Preferences Relate to Scientific Recommendations

There is extensive empirical research on principles of effective teacher professional development (PD). However, teachers’ expectations of PD and how well these align with scientific recommendations are only rarely addressed. N = 125 teachers were presented with video vignettes on two evidence-based interventions of varying complexity for which they indicated their own PD preferences. Teachers’ preferences were then compared to scientific recommendations for effective PD. In line with scientific recommendations, teachers generally preferred coherent PD with a clear content focus and collective participation. However, there were large differences between individual teachers’ preferences as well as between PD features. A striking discrepancy between research and practice was found for PD duration: Most teachers preferred one-shot workshops (six contact hours at most). Surprisingly, teachers barely differed in their PD preferences for interventions of varying complexity, indicating that teachers have clearly defined notions of PD. Regression analyses on individual and contextual factors did not yield systematic results to explain teachers’ PD preferences. In sum, teachers’ desired short duration, their lacking awareness of adjusting PD for interventions of varying complexity, and individually significant deviations from scientific recommendations for PD make it necessary to clearly communicate evidence-based standards to teachers—and policymakers.

Co-design knowledge mobilization tools for universal accessibility in municipalities.

Modern research teams are re-evaluating conventional methods with the aim of improving the usefulness of knowledge for users, focusing on the role of knowledge users in shaping innovation. In disability field, encouraging participatory research inherently involves diverse perspectives and inclusion, which aligns with the principles of universal accessibility. By actively involving individuals with various backgrounds, abilities, and needs in the research process, we can better understand and address the challenges faced in adopting universal accessibility. This approach ensures that solutions are more comprehensive, inclusive, and effectively cater to the needs of all individuals, fostering a more equitable and accessible environment for everyone. Despite municipal organizations mandating universal accessibility action plans, they lack tools for efficient implementation. The aim of this study was to develop knowledge mobilization tools tailored to a specific municipal context in Quebec, Canada, to facilitate the implementation of universal accessibility measures by municipal employees. The co-design process employed in this study was organized into four distinct stages, following the Morales model: (1) Exploration (2) Co-Design (3) Validation (4) Development. Stages one and two highlighted the employees' lack of awareness about universal accessibility issues and their need to have more information and resources about how universal accessibility is encountered in their work. A steering committee co-designed three video vignettes about universal accessibility, the city's action plan and measures included in it. The co-design approach used in this study allowed us to observe the non-linear nature of partnership research with an organization as complex as a municipality. Our study shows significant advantages of collaboration between the municipal sector and research.

Converting an interprofessional opioid use disorder simulation from high-fidelity to an online branching pathway scenario

The Covid-19 pandemic caused a disruption in teaching for institutions across the country, particularly for those using simulation-based education. Our team converted a live high-fidelity simulation (HFS) into an online virtual simulation using a storyline and branching pathway approach. The team collaborated with multimedia specialists in video production to create a branching path simulation (BPS), taking interprofessional teams of online students through several decision-making points of a patient's experience in the emergency department (ED). Video vignettes of simulation decision points are incorporated throughout the simulation, with a final outcome eventually emerging. The TeamSTEPPS® Teamwork Attitudes Questionnaire (T-TAQ) was administered before and after the online simulation and descriptive data analysis (paired sample t-test) was conducted using SPSS statistical software. A post simulation satisfaction survey was similarly analyzed.

Tanzanian adolescents’ attitudes toward abortion: innovating video vignettes in survey research on health topics

BackgroundThe purpose of this study was to pilot an innovative cartoon video vignette survey methodology to learn about young people’s perspectives on abortion and sexual relationships in Tanzania. The Animating Children’s Views methodology used videos shown on tablets to engage young people in conversations. Such conversations are complicated because abortion is highly stigmatized, inaccessible, and illegal in Tanzania.MethodsThe cartoon video vignette methodology was conducted as a part of a quantitative survey using tablet computers. Hypothetical situations and euphemistic expressions were tested in order to engage adolescents on sensitive topics in low-risk ways. Qualitative interviews and focus groups validated and further explored the perspectives of the young respondents.ResultsResults indicate that 12–17 year-olds usually understand euphemistic expressions for abortion and are aware of social stigma and contradictory norms surrounding abortion from as young as age twelve. Despite the risks involved with abortion, this study finds adolescents sometimes view abortion as a reasonable solution to allow a girl to remain in school. Additional findings show that as adolescents wrestle with how to respond to a schoolgirl’s pregnancy, they are considering both the (un)affordability of healthcare services and also expectations for gender roles.ConclusionsDigital data collection, such as the Animating Children’s Views cartoon video vignettes used in this study, allows researchers to better understand girls’ and boys’ own perspectives on their experiences and reproductive health.

Bridge over troubled waters? Experimental evidence into the influence of leadership on employees' collaborative engagement

AbstractIt is not easy to secure and sustain efficient interorganizational collaboration in hierarchically demarcated and functionally specialized public sectors. This article investigates whether and how public leaders can motivate and catalyze their own employees to engage in behaviors that foster and support collaboration across organizational jurisdictions. Using survey data from 555 occupational therapists in Danish municipalities, we employed an innovative scenario‐based research design including video vignettes and a centipede game to mimic real‐life collaboration. We show that clear and collaboration‐focused leadership has a positive and substantial effect on employees' engagement in an interorganizational collaboration with a regionally employed nurse. Further, the effects are stronger for respondents with higher public service motivation, higher collaborative self‐efficacy, more tenure, and at a younger age. The findings contribute to understanding public leadership and employee engagement in interorganizational collaboration and emphasize that leaders should carefully consider their context and communication when engaging their employees.

Simulating Virtual Organizations for Research: A Comparative Empirical Evaluation of Text-Based, Video, and Virtual Reality Video Vignettes

Due to recent technological developments, vignette studies that have traditionally been done in text or video formats can now be done in immersive formats using virtual reality—but are such virtual reality video vignettes superior to traditional vignettes? To address this question, we examine participants’ experiences within a fictitious organization by comparing their responses to a relevant and particularly sensitive organizational phenomenon presented either through written text, a video recording, or a virtual reality experience. The results indicate that participants prefer more immersive methods, and that these increase their attention to critical study details. Moreover, this augments the effect sizes of several measured employee reactions—particularly those with high emotional content—suggesting that virtual reality technology offers a promising avenue for developing ecologically valid vignette studies to measure employee affect. To facilitate and expediate the use of virtual reality video vignettes in organizational research, we provide organizational scholars with a step-by-step instructional guide to develop immersive vignette studies.

Acknowledging religion in cognitive behavioural therapy: The effect on alliance, treatment expectations and credibility in a video-vignette study.

Developing mental health services which are accessible and acceptable to those from minority backgrounds continues to be a priority. In the United Kingdom, individuals who identify with a religion are underrepresented in Talking Therapies services as compared to those with no religion. This necessitates an understanding of how therapy is perceived. This online study explored the impact of explicitly acknowledging religion on anticipated alliance, treatment credibility and expectations of therapy in a non-clinical sample of British Muslims. A video-vignette experimental design was used in which participants who self-reported as either high or low in religiosity were randomly allocated to receiving information about cognitive behavioural therapy either with or without an explicit mention of religion as a value in the therapeutic process. One hundred twenty-nine British Muslim adults aged 18-70+ years from various ethnic backgrounds participated in the study. Between-subjects ANOVAs showed that scores on the perceived credibility of therapy and treatment expectations were significantly higher when religion was explicitly mentioned by the 'therapist', but that acknowledging religion did not impact upon anticipated alliance. These findings suggest that mentioning religion as a value to be considered in therapy has some positive impacts upon how therapy is perceived by British Muslims. Although video vignettes do not provide insight into the complexity of actual therapeutic encounters, acknowledging religion in mental health services more broadly remains an important consideration for improving equity of access and may bear relevance to other minoritized groups.

Optimistic vs Pessimistic Message Framing in Communicating Prognosis to Parents of Very Preterm Infants

In the neonatal intensive care unit, there is a lack of understanding about how best to communicate the prognosis of a serious complication to parents. To examine parental preferences and the effects of optimistic vs pessimistic message framing when providing prognostic information about a serious complication. This crossover randomized clinical trial was conducted at a single German university medical center between June and October 2021. Eligible participants were parents of surviving preterm infants with a birth weight under 1500 g. Data were analyzed between October 2021 and August 2022. Alternating exposure to 2 scripted video vignettes showing a standardized conversation between a neonatologist and parents, portrayed by professional actors, about the prognosis of a hypothetical very preterm infant with severe intraventricular hemorrhage. The video vignettes differed in the framing of identical numerical outcome estimates as either probability of survival and probability of nonimpairment (optimistic framing) or a risk of death and impaired survival (pessimistic framing). The primary outcome was preference odds (ratio of preference for optimistic vs pessimistic framing). Secondary outcomes included state anxiety, perceptions of communication, and recall of numerical estimates. Of 220 enrolled parents (142 [64.5%] mothers; mean [SD] age: mothers, 39.1 [5.6] years; fathers, 42.7 [6.9] years), 196 (89.1%) preferred optimistic and 24 (10.1%) preferred pessimistic framing (preference odds, 11.0; 95% CI, 6.28-19.10; P < .001). Preference for optimistic framing was more pronounced when presented second than when presented first (preference odds, 5.41; 95% CI, 1.77-16.48; P = .003). State anxiety scores were similar in both groups at baseline (mean difference, -0.34; -1.18 to 0.49; P = .42) and increased equally after the first video (mean difference, -0.55; 95% CI, -1.79 to 0.69; P = .39). After the second video, state anxiety scores decreased when optimistic framing followed pessimistic framing but remained unchanged when pessimistic framing followed optimistic framing (mean difference, 2.15; 95% CI, 0.91 to 3.39; P < .001). With optimistic framing, participants recalled numerical estimates more accurately for survival (odds ratio, 4.00; 95% CI, 1.64-9.79; P = .002) but not for impairment (odds ratio, 1.50; 95% CI, 0.85-2.63; P = .16). When given prognostic information about a serious complication, parents of very preterm infants may prefer optimistic framing. Optimistic framing may lead to more realistic expectations for survival, but not for impairment. German Clinical Trials Register (DRKS): DRKS00024466.

An exploration of how dominant discourses steer U.K. strength and conditioning coach education

ABSTRACT Psychosocial coaching competencies, including psychological, pedagogical, philosophical, and sociocultural aspects, which underpin an athlete-centred coaching approach, have been largely overlooked by the United Kingdom Strength and Conditioning Association (UKSCA) coach education. It is possible to understand why psychosocial competencies have been disregarded by critiquing how stakeholders’ perceptions, such as board members, tutors, assessors, who are responsible for coach education, have been shaped by dominant discourses within sport culture. The purpose of this study is to understand and critique UKSCA stakeholders’ perceptions of psychosocial coaching practices through the lenses of dominant discourses in Strength and Conditioning (S&C) coaching. Thirty stakeholders took part in one-to-one semi-structured interviews. To prompt discussion for the interviews, they were shown video vignettes depicting psychosocial coaching competencies. The data were analysed in two phases. First, a thematic analysis deduced participants’ understandings of the competencies built into each vignette. Second, a poststructural discourse analysis critiqued how a performance-scientific coaching discourse and a discourse of orthodox masculinity impacted stakeholders’ perceptions. The results indicate that stakeholders’ perceptions of psychological and pedagogical effective coaching approaches focused on athletic performance, which disregarding the well-being and personal development of the athlete. Stakeholders also recognised overt sexist coaching practice, which suggest some appraisal of sociocultural and philosophical competencies. Yet, covert sexist microaggressions towards female coaches were often accepted as banter and female coaches’ emotional labour were not recognised. This study advances the literature by showing how the dominant culture of performance-scientific coaching and orthodox masculinity shape what is accepted as effective coaching practice. Such coaching practice de-emphasises psychosocial coaching competencies and limits the impact of equity, diversity and inclusivity (EDI) strategies, as well as the holistic development of both athletes and S&C coaches.

Exploring nurses' emotional reactions to and reporting of patient-on-nurse workplace violence: A mixed-methods study

BackgroundWorkplace violence, including violent, intimidating, and disruptive acts, commonly occurs in healthcare settings. Type 2 workplace violence in nursing refers to patient/visitor behaviors directed toward clinicians, contributing to physical and psychological harm. Nurse victims often do not report these events to employers or law enforcement, making it challenging to address workplace violence. ObjectivesOur research examined nurse reactions to Type 2 workplace violence by identifying what behaviors they perceived as aggressive and reportable. Specific aims included: 1) developing and testing video vignettes to portray realistic patient aggression scenarios; 2) identifying nurse understandings of aggressive events that prompt affective reactions, and; 3) examining clinical characteristics related to the nurse victim's likelihood to report. DesignThrough a sequential mixed-methods design, we qualitatively developed novel video vignettes portraying Type 2 workplace violence to experimentally examine how nurses interpreted them within a quantitative repeated measures survey. MethodsTwo expert nurse research panels (n = 10) created five vignettes, from which nurses (n = 282) completed a survey with 1382 unique responses. Analyses included descriptive statistics and repeated measures ANOVA/regression models. ResultsVideo vignettes realistically portrayed workplace violence events, eliciting negative emotional responses among nurses that increased in magnitude with statistical significance as the level of displayed aggression escalated. Statistically significant factors influencing nurse reporting of workplace violence included; 1) the level of aggression displayed by the patient; 2) the level of harm received by the nurse; 3) whether the nurse felt the patient's actions were intentional, and; 4) the nurse's perceived frequency of exposure to workplace violence. ConclusionsResults suggested that nurse victims of Type 2 workplace violence experience depression, anger, fear, and anxiety, which may contribute to long-term mental health consequences. Findings also identified factors related to nurse reporting behaviors, which may help mitigate workplace violence in healthcare settings by informing research and promoting workplace practices that encourage reporting and safety. RegistrationNot registered. Tweetable abstractNurse reactions to workplace violence: Video vignettes reveal escalating aggression's impact on reporting. #EndNurseAbuse #WorkplaceViolence.

ENGAGING OLDER ADULTS VIA SOCIAL MEDIA DURING A PANDEMIC: SUCCESSFUL LEARNING EXPERIENCES FOR STUDENTS AND ADULTS

Abstract The Arkansas Colleges of Health Education and the Arkansas Geriatric Education Collaborative collaborated on a project to educate senior adults about the use of assistive technologies (AT) for self-care, home management, community engagement, and leisure participation to help them live safely and independently. Occupational and physical therapy students collaborated with 10 community dwelling senior adults to research, develop, and disseminate 27 video vignettes shared via Facebook. These vignettes were developed and shown during a time when senior adults were encouraged to isolate during the pandemic. As of January 2023, the outcomes of sharing the 27 video vignettes on Facebook included: a total of 17,204 views, the most viewed was “Lighting and Magnification” at 1,000+ views, followed by “Sewing” at 992 views, the least viewed was “Fishing” at 147 views. Older adult viewers feedback included: contact with ACHE to ask how to purchase the assistive devices; sharing the information gained with their family members and others; purchase of devices; providing a resource for AT assistance for OA. Additionally, the senior adults that participated in the project reported a better understanding of the AT after presenting in the videos. In conclusion, these results indicate that creating the video vignettes and sharing them on Facebook had an extensive reach beyond the 27 individual sessions. This also demonstrated that the viewers were actively engaged as noted by their questions and comments.

SUCCESSFUL LEARNING EXPERIENCES OF OT AND PT STUDENTS: ENGAGING OLDER ADULTS IN THE USE OF ASSISTIVE DEVICES

Abstract The Arkansas Colleges of Health Education and the Arkansas Geriatric Education Collaborative collaborated on a project to use an authentic teaching/learning approach with occupational and physical therapy students about the use of assistive technologies (AT) through educating older adults. Twenty occupational and physical therapy students were mentored by faculty/staff to collaborate with community-dwelling older adults to research, develop, and disseminate 27 video vignettes shared via Facebook. The vignettes included demonstrations using AT for self-care, home management, community engagement, and leisure participation to help older adults live safely and independently. Through this authentic learning approach, the students learned about the use and benefits of AT, interprofessional practice, and the importance of collaborating with older adults. Viewers of the videos were encouraged to seek further information, providing yet another opportunity for students to acquire additional information about how to secure AT and engage with older adults. Focus groups of faculty &amp; staff involved in the project were held to determine student learning themes arising from this project. Through these focus groups, faculty/staff expressed that students • conveyed AT recommendations without prompts for clients served in the ACHE on-campus clinic; • demonstrated a greater understanding of available non-medical AT; • revealed greater comfort levels working with older adults; • gained an appreciation and understanding of each other’s disciplines; • attained professional development goals. It was also noted that faculty involved in the project appreciated the authentic nature of the teaching approach as opposed to more traditional teaching styles such as lectures.