scholarly journals Examining Professional Stereotypes in an Interprofessional Education Simulation Experience

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Alison Bealle Rudd ◽  
Julie M Estis ◽  
Bill Pruitt ◽  
Theresa Wright
Keyword(s):  
Sample Size ◽  
Interprofessional Education ◽  
Professional Socialization ◽  
Simulation Approach ◽  
Speech Language Pathology ◽  
Professional Characteristics ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Language Pathology ◽  
Larger Sample

Background: Interprofessional education (IPE) provides a platform for early professional socialization, potentially affecting the accuracy of stereotypes among health professions students. The purpose of this study was to implement an interprofessional simulation with nursing, respiratory therapy (RT), and speech language pathology (SLP) students, and using the Student Stereotype Rating Questionnaire, evaluate how an IPE simulation approach may alter stereotypes that learners carry with them related to themselves and professions other than their own.Methods and Findings: Participants rated the extent to which they believe attributes, based on nine professional characteristics, apply to either their own profession (autostereotypes), other professions (heterostereotypes), or their own profession as seen by others (perceived autostereotypes) with the Student Stereotype Rating Questionnaire (SSRQ). A quasi-experimental pretest-posttest design was used, and descriptive and analytical statistics conducted within and across groups. Participant impressions of the IPE experience are presented. Main limitations included smaller sample size of RT and SLP participants.Conclusions: Results showed a significant difference from pre- to post-IPE simulation in nursing heterostereoptype, autostereotype, and perceived autostereotype scores. No significant difference was seen in hetereostereotypes of RT and SLP students. Overall, student impressions were positive. Recommendations include study replication for larger sample size.

Interprofessional Education for BSW Students: A Pilot Course

2019 ◽  
Vol 24 (1) ◽  
pp. 61-70
Author(s):  
Claire M. Edwards ◽  
Jason M. Newell
Keyword(s):  
Social Work ◽  
Interprofessional Education ◽  
Liberal Arts ◽  
Professional Training ◽  
Allied Health ◽  
Training Programs ◽  
Speech Language Pathology ◽  
Professional Programs ◽  
Health Professional Training ◽  
Language Pathology

The focus on interprofessional education (IPE) for professional training programs in allied health professions such as social work has increased recently. There is limited pedagogical literature regarding either the instruction or application of IPE in any given profession. Based on a co-teaching model of instruction, this article delineates the preparation and integration process of a pilot course on IPE. The pilot course was taught at a small liberal arts college where it was cross-listed in two undergraduate professional programs in social work and speech-language pathology. This article discusses the relevance of including IPE in allied health professional training programs. Additionally, this article outlines the timeline for developing and implementing the course, from conceptualization to the integration phases including implications from student evaluations of their experience in the course. Elements of the course including delivery, descriptions of assignments, and projects also are discussed.

scholarly journals Interprofessional Education and Practice: Perspectives from Students in Speech-Language Pathology and Recreational Therapy

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
David Hajjar ◽  
Jan Elich-Monroe ◽  
Susan Durnford
Keyword(s):  
Interprofessional Education ◽  
Core Competencies ◽  
Recreational Therapy ◽  
Discussion Forums ◽  
Speech Language Pathology ◽  
Interprofessional Communication ◽  
Clinical Supervisors ◽  
Professional Students ◽  
Collaborative Therapy ◽  
Language Pathology

Interprofessional education and practice (IPE/IPP) are important components for undergraduate and graduate students to experience during their programs of study in speech-language pathology and related health professions. The American Speech-Language Hearing Association (ASHA) is a member organization of the Interprofessional Education Collaborative (IPEC) which promotes four core competencies required for effective practice: values/ethics, roles/responsibilities, interprofessional communication, and teams and teamwork. The purpose of this study was to gather the lived experiences from eight pre-professional students, four from speech-language pathology (SLP) and four from recreational therapy(RT), during focus groups and discussion forums conducted before, during, and after a 14-week IPE/IPP clinical experience. Students shared perspectives about providing collaborative therapy services as part of a team supporting adults with stroke or other acquired neurological conditions. Thematic analysis conducted from pre and post focus group transcripts revealed six primary themes: roles and responsibilities; interprofessional communication; collaborative teamwork; values and mutual respect; challenges to IPE/IPP; and benefits & impact of IPE/IPP. Students shared their clinical experiences engaging with students from SLP and RT, but also working with students from physical and occupational therapy. The qualitative data from this study provides important information to assist future students, educators, and clinical supervisors how to effectively access and engage in IPE/IPP learning experiences with a specific focus in the areas of teamwork, leadership, and conflict resolution.

scholarly journals Reduction in Absolute Neutrophil Counts in Patient on Clozapine Infected with COVID-19

2021 ◽  
Vol 18 (21) ◽  
pp. 11289
Author(s):  
Fitri Fareez Ramli ◽  
Adli Ali ◽  
Syed Alhafiz Syed Hashim ◽  
Yusof Kamisah ◽  
Normala Ibrahim
Keyword(s):  
Sample Size ◽  
Monitoring System ◽  
Primary Treatment ◽  
Current Evidence ◽  
Temporary Reduction ◽  
Infection Period ◽  
Clozapine Treatment ◽  
Incidence And Mortality ◽  
Significant Difference ◽  
Larger Sample

Despite its severe adverse effects, such as agranulocytosis, clozapine is the primary treatment for treatment-resistant schizophrenia. The established clozapine monitoring system has contributed to reducing agranulocytosis incidence and mortality rates. However, the pandemic coronavirus disease 2019 (COVID-19) has caused changes in the monitoring system. This review aimed to assess the current evidence on the neutrophil changes in the patient on clozapine treatment and infected with COVID-19. Individual cases reported various absolute neutrophil count (ANC) levels, normal, reduced, or elevated. No agranulocytosis case was reported. One case had a borderline moderate-severe ANC level, but the patient was in the 18-week period of clozapine treatment. A cumulative analysis of case the series initially reported inconclusive results. However, a more recent study with a larger sample size reported a significant reduction in the ANC during COVID-19 infection. Nevertheless, this effect is transient as no significant difference was found between the baseline and the post-infection period in ANC levels. In conclusion, COVID-19 is associated with a temporary reduction in ANC levels. The results supported the recommendation to reduce the frequency of clozapine monitoring in the eligible candidates. However, more data are required to confirm the current findings given the limitations, including study design, sample size, and statistical analysis.

scholarly journals From Introduction to Integration: Providing Community-Engaged Structure for Interprofessional Education

2016 ◽  
Vol 3 ◽  
pp. JMECD.S30368 ◽  
Author(s):  
Daniel P. Griffin ◽  
Marie C. Matte ◽  
John M. Clements ◽  
Elizabeth A. Palmer ◽  
Laurie A. Bahlke ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Athletic Training ◽  
Interprofessional Education ◽  
Statistical Significance ◽  
P Value ◽  
Speech Language Pathology ◽  
Healthcare Profession ◽  
Clinical Scenarios ◽  
Language Pathology

Background Training future healthcare profession students using interprofessional education (IPE) is critical to improve quality of health care and patient safety. Objective The objective of this study was to implement an IPE program and determine student satisfaction with each session, including a clinical case requiring teams with members from each profession addressing clinical scenarios. Subjects The subjects of this study were students from Athletic Training, Medicine, Nursing, Pharmacy, Physical Therapy, Physician Assistant, Social Work, and Speech-Language Pathology. Methods Evaluations, administered to all participating students, consisted of Likert-style responses, rating agreement with a series of questions, and space for descriptive comments. Score differences for each question were compared using independent group t-tests with a P-value of 0.05 to determine statistical significance. Results There were statistically higher satisfaction ratings for the problem-based learning case when compared to less interactive sessions ( P < 0.0001). Conclusion Students perceived benefits of the IPE program. Perceptions improved when various students had the opportunity to work together on clinically relevant problems.

Proteinuria and onchocerciasis in an endemic area in Cameroon under community-based treatment with ivermectin

2007 ◽  
Vol 37 (3) ◽  
pp. 156-158
Author(s):  
C E Ebong ◽  
G A Alemnji ◽  
G Ashuntantang ◽  
T Asonganyi ◽  
Keyword(s):  
Visual Impairment ◽  
Sample Size ◽  
Endemic Area ◽  
Coverage Rate ◽  
P Value ◽  
Ivermectin Treatment ◽  
Community Based ◽  
Treatment Coverage ◽  
Significant Difference ◽  
Larger Sample

The present study was aimed at determining the prevalence of onchocerciasis and proteinuria as well as the association between manifestations of heavy chronic onchocerciasis (HCO) and proteinuria among patients in Cameroon. Of the 482 (277: 57.5% females and 205: 42.5% males) subjects recruited from an area with an ivermectin treatment coverage rate of 77.8%, the average prevalence of microfilaridermia by skin snip (mf/ss) was 31.9%, the community microfilaria load was 9.3 mf/ss and the overall prevalence of proteinuria was 4.4%. There was no statistically significant difference in the prevalence of symptoms of HCO when subjects were matched in the presence and absence of proteinuria with regard to positive ss ( P = 0.0860), presence of nodules ( P = 0.5000), depigmentation ( P = 0.1459), visual impairment ( P = 0.5000) and recent ingestion of ivermectin ( P = 0.6366). Fourteen (66.6%) of the 21 subjects with protein to creatinine ratios (P/CR) 0.2 had HCO, while 15 (71.4%) of the 21 subjects with P/CR < 0.2 had HCO. This gives an odd ratio of 0.8 and a P value of 0.62. However, there is need to carry out studies with a larger sample size before firm conclusions can be drawn about the association between onchocerciasis and proteinuria.

Pre-professional students’ explicit syntax knowledge: Preliminary analysis

2017 ◽  
Vol 33 (3) ◽  
pp. 255-266 ◽  
Author(s):  
Danielle Brimo ◽  
Tina Melamed
Keyword(s):  
Language Development ◽  
Explicit Knowledge ◽  
Composite Score ◽  
Education Majors ◽  
Speech Language Pathology ◽  
Professional Students ◽  
Significant Difference ◽  
Language Knowledge ◽  
Language Pathology ◽  
Knowledge Of Language

Existing research concludes that educators have varying levels of language knowledge. Educators’ varying levels of language knowledge may be related to the type of content knowledge they received while in school. The purpose of this study was to compare the performance of pre-professional speech-language pathology (SLP) students who have taken language development coursework to pre-professional students who have not taken language development coursework on an explicit syntax knowledge task. Forty-four undergraduate and graduate students from speech language pathology, early childhood education, and education majors completed a 52 question explicit syntax knowledge task comprised of matching, counting, expressive, and receptive subtests. Pre-professional students performed the best on the expressive subtest, followed by the matching subtest, the receptive subtest, and the counting subtest. There was not a significant difference in total score, matching/counting composite score, or express/receptive composite score between pre-professional SLP students who have taken language development coursework and pre-professional students who have not taken language development coursework. The results suggest that language development coursework may not provide enough direct instruction about the structure of language, or at least not at the level that could provide pre-professional students with explicit syntax knowledge. This study contributes to the growing body of research investigating pre-professional students’ and educators’ explicit knowledge of language and the effects of coursework on that knowledge.

Short Implants in Maxillary and Mandibular Rehabilitations: Interim Results (6 to 42 Months) of a Prospective Study

2015 ◽  
Vol 41 (1) ◽  
pp. 50-55 ◽  
Author(s):  
Silvio Taschieri ◽  
Stefano Corbella ◽  
Raffaella Molinari ◽  
Massimo Saita ◽  
Massimo Del Fabbro
Keyword(s):  
Sample Size ◽  
Cumulative Survival ◽  
Short Implants ◽  
Significant Difference ◽  
Upper Jaw ◽  
Maxilla And Mandible ◽  
A Prospective Study ◽  
Bone Height ◽  
Larger Sample

The aim of this single-cohort study was to evaluate clinical survival and success of partial rehabilitation supported by reduced-length implants in maxilla and mandible. Data from 53 short implants placed in 41 patients are presented. Before surgery mean residual bone height was 6.21 ± 1.05 mm in the upper jaw and 10.73 ± 1.63 mm in the mandible. None of the implants failed, and the cumulative survival rate was 100% at 1 year after prosthetic loading. Mean peri-implant bone loss was 0.69 ± 0.24 mm for maxillary implants and 0.73 ± 0.23 mm for mandibular implants, and there was no significant difference between the 2 jaws. No complications were recorded. Despite the limitations of this study concerning study design and sample size, short implants may be considered effective in supporting partial rehabilitation in both maxilla and mandible. More well-designed studies with a larger sample size and longer follow-up are needed to validate the use of short implants.

scholarly journals COMPARATIVE STUDY OF FLIPPED AND SUPPLEMENTAL LEARNING CLASSROOM PROCESS AMONG ECONOMICS STUDENTS IN OSUN STATE

2021 ◽  
Vol 7 (04) ◽  
Author(s):  
Esther Opeyemi Olasupo ◽  
Adebayo Joseph Obadiora ◽  
Adeyinka Oluwaseun Kareem
Keyword(s):  
Experimental Study ◽  
Academic Performance ◽  
Comparative Study ◽  
Sample Size ◽  
Secondary Students ◽  
Significant Difference ◽  
Economics Students ◽  
Quasi Experimental ◽  
The Difference ◽  
African Setting

This quasi experimental study compared the effectiveness of flipped and supplemental classrooms in enhancing students’ academic performance in a traditional African setting. It also examined the difference in the effectiveness of flipped and supplemental classrooms in improving Economics students’ retention ability. The sample size was made up of three intact classes of secondary students in Senior School Two (SS 2) in Osun State, Nigeria. Two research hypotheses were formulated for the study. The collected data were analyzed using ANCOVA. The result revealed that there is no significant difference in the effectiveness of flipped and supplemental classrooms in enhancing students’ academic performance in the study area. The study also revealed that there was a significant difference in the use of flipped and supplemental classrooms in improving students’ retention ability. The study concluded that flipped and supplemental classrooms had no significant difference in their effectiveness.

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