scholarly journals Academic Performance Following Sport-Related Concussions in Children and Adolescents: A Scoping Review

2020 ◽  
Vol 17 (20) ◽  
pp. 7602
Author(s):  
Mekala Neelakantan ◽  
Brinda Ryali ◽  
Maria Demma Cabral ◽  
Ann Harris ◽  
Juli McCarroll ◽  
...  
Keyword(s):  
Academic Performance ◽  
Scoping Review ◽  
School Environment ◽  
Student Athletes ◽  
The United States ◽  
Performance Outcomes ◽  
Adverse Outcomes ◽  
Young Student ◽  
Grade Point ◽  
Google Search

Sport-related concussions (SRC) are an increasingly common concern in young athletes, with long-term cognitive, physiological, behavioral, and psychological adverse outcomes. An estimated 1.1 million to 1.9 million SRCs occur per year in children <18 years old in the United States. The post-concussive state has demonstrated consequences in several domains, including athletics and academics, although much more research has been conducted on the former. The objective of this scoping review was to ascertain findings from published studies on the effects of SRCs on academic performance and quality of life of young student athletes. A total of 175 articles were screened within the PubMed and CINAHL databases, along with a Google search. Fourteen papers fulfilled the inclusion criteria and were analyzed in the review. Quantitative and qualitative data were collated and demonstrated the heterogeneity with which, post-concussion academic performance outcomes were measured; only 4 of the 14 studies utilized formal academic metrics such as changes in grade point average (GPA) or examination scores. While the results overall did show statistically significant implications on academic performance decline after SRC, it is clear that there remains a paucity of research determining the consequences of SRCs on academic performance in the school environment. Further research is needed to better understand how to implement accommodations in the student’s learning environment and guide return-to-learn protocols for student athletes following SRC.

scholarly journals Learning health systems in primary care: a systematic scoping review

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Danielle M. Nash ◽  
Zohra Bhimani ◽  
Jennifer Rayner ◽  
Merrick Zwarenstein
Keyword(s):  
Primary Care ◽  
Quality Improvement ◽  
Health Systems ◽  
Scoping Review ◽  
Early Stage ◽  
Point Of Care ◽  
The United States ◽  
Stage Of Development ◽  
Integrated Health ◽  
Google Search

Abstract Background Learning health systems have been gaining traction over the past decade. The purpose of this study was to understand the spread of learning health systems in primary care, including where they have been implemented, how they are operating, and potential challenges and solutions. Methods We completed a scoping review by systematically searching OVID Medline®, Embase®, IEEE Xplore®, and reviewing specific journals from 2007 to 2020. We also completed a Google search to identify gray literature. Results We reviewed 1924 articles through our database search and 51 articles from other sources, from which we identified 21 unique learning health systems based on 62 data sources. Only one of these learning health systems was implemented exclusively in a primary care setting, where all others were integrated health systems or networks that also included other care settings. Eighteen of the 21 were in the United States. Examples of how these learning health systems were being used included real-time clinical surveillance, quality improvement initiatives, pragmatic trials at the point of care, and decision support. Many challenges and potential solutions were identified regarding data, sustainability, promoting a learning culture, prioritization processes, involvement of community, and balancing quality improvement versus research. Conclusions We identified 21 learning health systems, which all appear at an early stage of development, and only one was primary care only. We summarized and provided examples of integrated health systems and data networks that can be considered early models in the growing global movement to advance learning health systems in primary care.

The Role of Admission Scores in Predicting Academic Performance in Medical Students

2021 ◽  
Author(s):  
Fazean Idris ◽  
Li Ling Chaw ◽  
Joe Knights ◽  
Ya Chee Lim
Keyword(s):  
Academic Performance ◽  
Linear Regression ◽  
Patient Care ◽  
Grade Point Average ◽  
Linear Regression Analysis ◽  
Performance Outcomes ◽  
Grade Point ◽  
Undergraduate Study ◽  
Brunei Darussalam ◽  
Unit Increase

Abstract BackgroundAdmission scores have been used to select highly capable students for an undergraduate medical programme. This study examines the relationship between three admission criteria: (i) multiple-mini-interview (MMI); (ii) pre-university final results (PUFR); (iii) entrance scores (combination of 50% MMI and 50% PUFR), with students’ academic performance in the medical programme at Universiti Brunei Darussalam (UBD).MethodsWe performed linear regression analysis on 125 students who completed the programme from 2013 to 2018 and compared their MMI, PUFR and entrance scores with their academic performance throughout their three years of undergraduate study. Academic performance outcomes were assessed from students’ Grade Point Average (GPA), cumulative Grade Point Average (cGPA) and marks in the modules ‘Health Sciences’ (HS), ‘Patient Care’ (PC), ‘Our Community and Personal Professional Development’ (OCPPD) and Special Study Modules, for overall (six-semesters average) and individual semesters.ResultsSimple linear regression results revealed that one unit increase in MMI score was associated with a significant increase in overall PC marks by 0.09. A 20-unit increase in PUFR was associated with a significant increase in students’ cGPA by 0.05; overall HS marks by 1.0; GPA in semesters 1,2,3,6; HS marks in semesters 1,2,3,6 and OCPPD marks in semesters 2,3. Meanwhile, one unit increase in entrance score was associated with a significant increase in cGPA by 0.01; overall HS by 0.2 marks and overall OCPPD by 0.11 marks. The effect of entrance score was also seen with increase in students’ GPA in semesters 1,2,3,4,6 by at least 0.01, as well as marks for HS in semesters 1,2,3,4,6 and OCPPD in semesters 2,3.ConclusionOur findings support that both PUFR and entrance scores as selection criteria for admission into a medical programme were associated with better academic performances, with PUFR showing a greater mark increase than entrance scores. Meanwhile, MMI showed better academic performance in the patient care module only, inferring that MMI grants a glimpse of candidates’ bedside attitude towards patients.

The Critical Role of Teacher Emotional Support for Latinx Students

2020 ◽  
Vol 122 (12) ◽  
pp. 1-32
Author(s):  
Rebeca Mireles-Rios ◽  
Odelia Simon ◽  
Karen Nylund-Gibson
Keyword(s):  
Academic Performance ◽  
Academic Outcomes ◽  
Teacher Support ◽  
Perceived Discrimination ◽  
The United States ◽  
Grade Point ◽  
Male And Female ◽  
The Relationship ◽  
Latinx Adolescents

Background/Context The relationship between perceived discrimination and students’ academic outcomes is well established, showing the negative effects of experiences of discrimination. Although much attention has focused on how to temper these effects for students, few studies have focused on the potential role that teachers can play in lessening the effects of discrimination on student outcomes. Purpose/Objective/Research Question/Focus of Study In this study, we look at the intersection of race/ethnicity and gender by examining at how Latinx male and female high school students’ academic outcomes, such as grade point average, are impacted by their perceived level of discrimination and teacher support. Research Design Using an intersectional framework, this study uses data from 783 Latinx adolescents (Mage = 16.01 years) in the United States. Specifically, we examine the moderating role of perceived teacher support on the relationship between students’ discrimination and their academic performance using a moderated factor analysis approach. Findings/Results Results indicate that the items that measure perceived discrimination and teacher support do not function in the same way for Latinx male and female adolescents and that emotional teacher support buffers the negative relationship between discrimination and academic performance for Latinx males. Conclusions/Recommendations We argue the need to construct measures and approach interventions in the areas of discrimination and teacher support that would allow us to better identify how to support Latinx adolescents in the most effective ways.

Student Bedtimes, Academic Performance, and Health in a Residential High School

2016 ◽  
Vol 33 (4) ◽  
pp. 264-268 ◽  
Author(s):  
Maliah J. Wernette ◽  
Jan Emory
Keyword(s):  
High School ◽  
Academic Performance ◽  
Academic Success ◽  
School Nurse ◽  
The United States ◽  
Grade Point ◽  
Late Night ◽  
Linear Relationships ◽  
Residential High School ◽  
Level Of Significance

Inadequate sleep among adolescents is considered an epidemic in the United States. Late night bedtimes could be an important factor in academic performance and health with consequences continuing throughout adulthood. The purpose of this study was to explore the relationships between late night bedtimes, academic performance (grade point average [GPA]), and utilization of health care (school nurse visits) in a residential high school. The data were collected from archival records for one academic semester. The statistical analysis employed the nonparametric Pearson’s correlation coefficient ( r) with the standard level of significance (α = .05). Positive and inverse linear relationships were found between bedtime and school nurse visits ( p < .00001) and bedtime and GPA ( p = .007). The findings suggest students’ late night bedtimes may be related to increased school nurse visits and lower academic performance. Adolescent late night bedtimes may be an important consideration for academic success and maintaining health in residential high schools.

Long-Term Outcomes of ADHD: Academic Achievement and Performance

2015 ◽  
Vol 24 (1) ◽  
pp. 73-85 ◽  
Author(s):  
L. Eugene Arnold ◽  
Paul Hodgkins ◽  
Jennifer Kahle ◽  
Manisha Madhoo ◽  
Geoff Kewley
Keyword(s):  
Academic Performance ◽  
Academic Outcomes ◽  
School Environment ◽  
Performance Outcomes ◽  
Achievement Test ◽  
Published Data ◽  
Long Term Effects ◽  
And Performance ◽  
Test Outcomes

Objective: The aim of this study was to synthesize published data regarding long-term effects of ADHD on information learned (measured via achievement tests) and success within the school environment (academic performance). Method: A systematic search identified 176 studies (1980-2012) of long-term (≥2 years) academic outcomes with ADHD. Results: Achievement test outcomes (79%) and academic performance outcomes (75%) were worse in individuals with untreated ADHD compared with non-ADHD controls, also when IQ difference was controlled (72% and 81%, respectively). Improvement in both outcome groups was associated with treatment, more often for achievement test scores (79%) than academic performance (42%), also when IQ was controlled (100% and 57%, respectively). More achievement test and academic performance outcomes improved with multimodal (100% and 67%, respectively) than pharmacological (75% and 33%) or non-pharmacological (75% and 50%) treatment alone. Conclusion: ADHD adversely affects long-term academic outcomes. A greater proportion of achievement test outcomes improved with treatment compared with academic performance. Both improved most consistently with multimodal treatment.

scholarly journals Pulmonary Health Effects of Electronic Cigarettes: A Scoping Review

2021 ◽  
pp. 152483992098550
Author(s):  
Emma Gugala ◽  
Chinyere M. Okoh ◽  
Somraj Ghosh ◽  
Leticia R. Moczygemba
Keyword(s):  
Public Health ◽  
Health Effects ◽  
Scoping Review ◽  
Electronic Cigarettes ◽  
The United States ◽  
Disease Diagnosis ◽  
Adverse Outcomes ◽  
Chronic Obstructive ◽  
Original Research ◽  
Dual Use

Background There is global concern regarding the public health impact of electronic cigarettes (ECs). ECs are commonly promoted as safer than conventional cigarettes (CCs), however there is limited knowledge of the long-term health effects. This scoping review examined the pulmonary health effects of ECs reported in the literature from 2009 to 2019. Method PubMed, CINAHL, and Science Direct databases were used. Search terms included “vaping, electronic nicotine delivery systems, electronic cigarettes, lung diseases, respiratory diseases, and pulmonary.” Original research articles in English that used human subjects between January 1, 2009 and January 31, 2020 and reported pulmonary outcomes were included. Results Forty-five studies met the inclusion criteria. There were 14 (31.1%) randomized experimental, 7 (15.6%) nonrandomized experimental, 6 (13.3%) cohort, and 18 (40.0%) cross-sectional studies. Sixteen (35.6%) studies were conducted in the United States; the rest were conducted across 11 other countries. The total number of subjects was 1,465,292 and ages ranged from 12 to 99 years across studies. Eligible studies demonstrated an association between EC use and pulmonary symptoms, asthma and chronic obstructive pulmonary disease diagnosis and exacerbations. The degree of this association varied based on the use of additional tobacco products. EC use resulted in worse outcomes than nonsmoking, but resulted in improved outcomes when compared with CC use or dual use of CC and EC. Conclusion Evidence indicates that EC use, especially dual use, leads to negative pulmonary effects and adverse outcomes. Education on the potential risks and publishing of EC ingredients on labels could help improve public health safety communication and reduce EC use.

scholarly journals Implications of Social Media Addiction on Academic Performance among Generation Z Student-athletes during COVID-19 Lockdown

2021 ◽  
Vol 20 (8) ◽  
pp. 194-209
Author(s):  
Wan Ahmad Munsif Wan Pa ◽  
Muhammad Sofwan Mahmud ◽  
Mohd Syazwan Zainal
Keyword(s):  
Social Media ◽  
Academic Performance ◽  
Student Athletes ◽  
Media Use ◽  
Internet Technology ◽  
Cross Sectional Survey ◽  
Social Media Use ◽  
Grade Point ◽  
Social Media Addiction ◽  
Generation Z

With the rapid advancement of internet technology, the increasing prevalence of smartphone ownership at a young age, the uncertainty surrounding the end of the COVID-19 pandemic, and the effect of social media addiction on academic performance among students, social media use will continue to be a major point of contention. However, student-athletes are a distinct group of students who should not be overlooked due to their concurrent commitments to studying, training, and competing. As such, this study sought to investigate the effect of social media addiction on academic performance among Generation Z student-athletes during Malaysia's COVID-19 lockdown. The research design used in this study was a quantitative cross-sectional survey. This study surveyed 91 respondents and utilized the Social Media Addiction Questionnaire (SMAQ) and Grade Point Average (GPA). The findings indicated that Facebook was the preferred social media platform over Instagram, Twitter, and YouTube, and that more than half of the participants were social media addicts. The researchers concluded that social media addiction had a significant impact on academic performance, accounting for 57.6 percent of the variance. These findings imply that excessive social media use, leading to addiction, has a significant negative effect on academic performance. Solutions are desperately needed, such as turning off notifications, silencing the phone, engaging in home workouts, reconnecting with family, or taking up new hobbies.

scholarly journals Doctoral programmes in the nursing discipline: a scoping review

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Beata Dobrowolska ◽  
Paweł Chruściel ◽  
Anna Pilewska-Kozak ◽  
Violetta Mianowana ◽  
Marta Monist ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Scoping Review ◽  
Doctoral Programs ◽  
Meta Analysis ◽  
Empirical Studies ◽  
The United States ◽  
Performance Outcomes ◽  
Faculty Members ◽  
Doctoral Graduates ◽  
Scoping Reviews

Abstract Background This study aimed to map and summarise the state of the research regarding doctoral programs in nursing, as well as the issues debated in the context of nursing doctoral education. A Scoping Review in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analysis extension scoping reviews statement (PRISMA-ScR) was conducted. Three electronic bibliographic data bases were searched: Cumulative Index to Nursing and Allied Health Literature Complete, Medline (on EBSCO Host) and SCOPUS to identify empirical studies published between January 2009 and December 2019. The review process was based on framework identified by Arksey and O’Malley and further revised by Levac and colleagues. Analysis was performed with the use of the Donabedian framework regarding the structure of the doctorate programmes, the process, and the outcomes. Results The review included 41 articles, mostly originating in the United States (n=26) and Europe (n=8), mainly by collecting the perceptions of students and faculty members with descriptive studies. The following issues were investigated at the (a) structure level: Prerequisite for doctoral candidates, Qualifications of faculty members, Mission of doctoral programs; (b) process level: Doctoral programs contents, Doctoral programs resources and quality, Mentoring and supervision, Doing doctorate abroad; and (c) outcome level: Academic performance outcomes in doctoral programs, Doctoral graduates’ competences, Doctoral students/graduates’ satisfaction, Doctoral graduates’ challenges. Conclusions Doctoral programs have mainly been investigated to date with descriptive studies, suggesting more robust research investigating the effectiveness of strategies to prepare future scientists in the nursing discipline. Doctorates are different across countries, and there is no visible cooperation of scholars internationally; their structure and processes have been reported to be stable over the years, thus not following the research development in nursing, discipline and practice expectations. Moreover, no clear framework of outcomes in the short- and long-term have been established to date to measure the quality and effectiveness of doctorate education. National and global strategies might establish common structure, process and outcome frameworks, as well as promote robust studies that are capable of assessing the effectiveness of this field of education.

Executive Functions and Clinical and Academic Outcomes in Speech-Language Pathology Graduate Students

2020 ◽  
Vol 5 (5) ◽  
pp. 1221-1230
Author(s):  
Jane Roitsch ◽  
Kimberly A. Murphy ◽  
Anastasia M. Raymer
Keyword(s):  
Executive Function ◽  
Academic Outcomes ◽  
Graduate Program ◽  
Performance Outcomes ◽  
Future Research ◽  
Speech Language Pathology ◽  
Grade Point ◽  
Praxis Ii ◽  
Language Pathology ◽  
Preliminary Study

Purpose The purpose of this study was to investigate executive function measures as they relate to clinical and academic performance outcomes of graduate speech-language pathology students. Method An observational design incorporating correlations and stepwise multiple regressions was used to determine the strength of the relationships between clinical outcomes that occurred at various time points throughout the graduate program (clinical coursework grades throughout the program and case study paper scores at the end of the program), academic outcomes (graduate grade point average and Praxis II exam in speech-language pathology scores), and executive function (EF) scores (EF assessment scores, self-reported EF scores). Participants were 37 students (36 women, M age = 24.1) in a master's degree program in speech-language pathology at a southeastern U.S. university during the 2017–2018 academic year. Results Findings of this preliminary study indicated that a limited number of objective EF scores and self-reported EF scores were related to clinical and academic outcomes of graduate speech-language pathology students. Conclusion As results of this preliminary study suggest that EF tests may be related to clinical and academic outcomes, future research can move to study the potential role of EF measures in the graduate admissions process in clinical graduate programs such as speech-language pathology.

Development and validation of risk stratification models for adult spinal deformity surgery

2019 ◽  
Vol 31 (4) ◽  
pp. 587-599 ◽  
Author(s):  
Ferran Pellisé ◽  
Miquel Serra-Burriel ◽  
Justin S. Smith ◽  
Sleiman Haddad ◽  
Michael P. Kelly ◽  
...  
Keyword(s):  
Spinal Deformity ◽  
Adult Spinal Deformity ◽  
The United States ◽  
Adverse Outcomes ◽  
High Rate ◽  
Prognostic Models ◽  
Time To Event ◽  
European Continent ◽  
Event Risk ◽  
Risk Estimates

OBJECTIVEAdult spinal deformity (ASD) surgery has a high rate of major complications (MCs). Public information about adverse outcomes is currently limited to registry average estimates. The object of this study was to assess the incidence of adverse events after ASD surgery, and to develop and validate a prognostic tool for the time-to-event risk of MC, hospital readmission (RA), and unplanned reoperation (RO).METHODSTwo models per outcome, created with a random survival forest algorithm, were trained in an 80% random split and tested in the remaining 20%. Two independent prospective multicenter ASD databases, originating from the European continent and the United States, were queried, merged, and analyzed. ASD patients surgically treated by 57 surgeons at 23 sites in 5 countries in the period from 2008 to 2016 were included in the analysis.RESULTSThe final sample consisted of 1612 ASD patients: mean (standard deviation) age 56.7 (17.4) years, 76.6% women, 10.4 (4.3) fused vertebral levels, 55.1% of patients with pelvic fixation, 2047.9 observation-years. Kaplan-Meier estimates showed that 12.1% of patients had at least one MC at 10 days after surgery; 21.5%, at 90 days; and 36%, at 2 years. Discrimination, measured as the concordance statistic, was up to 71.7% (95% CI 68%–75%) in the development sample for the postoperative complications model. Surgical invasiveness, age, magnitude of deformity, and frailty were the strongest predictors of MCs. Individual cumulative risk estimates at 2 years ranged from 3.9% to 74.1% for MCs, from 3.17% to 44.2% for RAs, and from 2.67% to 51.9% for ROs.CONCLUSIONSThe creation of accurate prognostic models for the occurrence and timing of MCs, RAs, and ROs following ASD surgery is possible. The presented variability in patient risk profiles alongside the discrimination and calibration of the models highlights the potential benefits of obtaining time-to-event risk estimates for patients and clinicians.

Sign in / Sign up

Export Citation Format

Share Document