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Current state of entry-level physical therapy qualitative research methods curricula in the United States: A faculty survey
No full textIntroduction
Qualitative research methods in healthcare delve into the nuanced complexities of health professions work, seeking to comprehend the contextual and interpretive dimensions of patient, caregiver, and provider perspectives and experiences. Qualitative research is an essential contribution to evidence-based and evidence-informed practice, and therefore foundational for practice across all health professions. Purpose
This study aimed to examine the breadth and depth of curricular content, delivery models, instructional strategies, and resources related to qualitative research methods in Doctor of Physical Therapy (DPT) programs in the United States. Methods
In this cross-sectional design, an online survey was developed, piloted, and emailed to 256 Commission for the Accreditation of Physical Therapy Education accredited DPT programs. Descriptive statistics, independent samples t-tests, one-way ANOVA, and chi-square statistics were completed. Results
The overall response rate was 31.6%. Respondents reported a mean of 5 instructional hours of qualitative research content, ranging from 0 to 12 hours. Analysis revealed a significant difference in contact hours (p = .026) between faculty reporting no expertise (2.7 hours) and high expertise (7.5 hours). Qualitative research content was primarily located early in the curriculum (76%) and in a stand-alone course (70%), with wide variability in intended learning outcomes, activities, and resources. Conclusion
Given the critical importance that clinicians understand and apply qualitative and quantitative findings as part of evidence informed practice, this study highlights the need for building resources and faculty capacity to integrate qualitative methods of education in DPT curricula. Findings may inform the development of curriculum models, guidelines, and DPT learner competencies
Predicting Biomechanical Risk Factors for Division - I Women’s Basketball Athletes
Full text linkCollegiate basketball is characterized by high-impact movements such as jump landings, making athletes more susceptible to injuries. Critical biomechanical factors like knee flexion, lateral trunk flexion, and foot landing asymmetry are strongly associated with injury risk. This study aims to predict six biomechanical risk factors in the landing error scoring system (LESS). The dataset comprises 8600 video frames of counter-movement jumps (CMJs) from 17 NCAA Division I female basketball athletes, recorded from frontal and lateral perspectives and annotated using a customized error annotation algorithm. The study uses the You Only Look Once (YOLOv5nu) model to analyze the basketball athletes’ CMJ videos. It demonstrates high reliability in predicting risk factors with an average Box Precision (Box P) of 0.800, recall (R) of 0.877, and mean Average Precision at IoU threshold 0.5 ([email protected]) of 0.879
Patient-Provider Race Concordance and Medication Adherence: A Systematic Review
No full textIntroduction: Black, Indigenous, and People of Color (BIPOC) have lower rates of traditional medication use and compliance in comparison to their white counterparts. Documented mistreatment and systematic oppression of BIPOC patients in the healthcare system have led to perpetual consequences for this population, including lower rates of medication adherence. This systematic review of the current literature aims to examine the impact of patient-provider race-concordant relationships on medication adherence in BIPOC patients.
Methods: A comprehensive and systematic search of published literature was conducted using eight databases, yielding 412 results, each of which was screened by two independent authors. Nine articles met the specified inclusion criteria. After a full-text review, five articles were retained for qualitative synthesis.
Results: Four studies found that patient-provider race concordance was associated with higher cardiovascular and dermatological medication adherence rates in BIPOC patients. One study observed higher rates of medication adherence in Black-Black racially concordant dyads; however, this finding was not significant.
Discussion: While increased medication adherence rates were observed in patient-provider race concordant dyads, this systematic review did not account for any complex confounding factors that influence an individual\u27s adherence to medication, such as cost, access, or polypharmacy. Increasing diversity in healthcare allows for greater opportunity for patients to be in race-concordant dyads with their providers, thereby enhancing the potential for improved medication adherence.
Conclusion: Patient-provider race concordance was associated with higher medication adherence rates for BIPOC patients
Addressing Chronic Absenteeism Through Transformative Strengths And Self-Efficacy-Based Family Engagement And Learner Support
Full text linkChronic absenteeism in K-12 educational settings poses significant challenges, particularly in its impact on cognitive and socio-emotional development and learning opportunities across grade levels. This dissertation examines the multifaceted nature of absenteeism, emphasizing strengths-based and self-efficacy-based approaches to mitigate its effects. Drawing on extensive literature, the study highlights the importance of family engagement solutions that foster student and family empowerment from early grades through high school.
In the early grades, interventions aimed at supporting children and families from impoverished backgrounds are underscored, while the middle grades focus on instilling hope and resilience in adolescents. At the high school level, the correlation between chronic absenteeism and adverse postsecondary outcomes stresses the necessity of implementing mentorship and support systems that leverage student strengths.
The research further explores an environmental scan, incorporating insights from urban district leaders and professional development providers, revealing the essential role of strengths-based methodologies in reinforcing existing capabilities within K-12 educational communities. Educators, as the key players, can create a more equitable and engaging learning environment by integrating family engagement, data-driven decision-making, and systemic strategies. This empowerment comes with the responsibility to foster a supportive culture that promotes regular attendance and academic success.
This study proposes that transformative approaches grounded in integrating family and community strengths, recognizing that students\u27 educational journey is not an isolated experience but one deeply embedded in the socio-emotional contexts and recognizing students\u27 and families\u27 assets, are not just beneficial but necessary to effectively counter deficit thinking and foster resilience. The working theory of improvement posits that student engagement and attendance will increase when educators implement a transformative family and learner support process guided by a strengths-based framework. This research advocates for a shift in educational practices to celebrate diverse abilities and develop a supportive school culture that promotes regular attendance and academic success. The urgency and significance of this issue cannot be overstated
Pioneer Times, Volume 1, Number 15
No full textHighlights include: Students Help Safety Startup Prepare for Launch, College of Nursing faculty members train new “dog therapist” to relieve student stress, A Time of Renewal, Reflection and Faith Begins, Encore Fellows Program Launches at SHU this Fall, Upcoming Event
The Integrated Teacher: A Mixed Methods Study On How Professional Development In Comprehensive Wellbeing Practices Affect Special Education Teacher Stress And Efficacy
Full text linkThis Improvement Science Dissertation in Practice (ISDiP) sought to examine the effects of mindfulness-based and trauma-informed instruction on special education teachers\u27 (SETs’) perceived levels of stress and self-efficacy to improve teacher wellbeing, reduce attrition, and foster a stronger sense of school community. This study was conducted in a large, urban public school district in the Northeastern United States using a mixed-methods explanatory sequential design within a participatory action research framework. The research addressed the following questions: Does participating in an eight-week virtual training in mindfulness exercises positively influence the perceived levels of jobrelated stress among SETs? Does participating in an eight-week virtual training in trauma-informed practices positively influence the self-efficacy of SETs? How do SETs experience the impact of mindfulness training on their perceived levels of job-related stress? How is the self-efficacy of SETs impacted by trauma-informed training? Eight SETs (n=8) participated in eight one-hour virtual intervention sessions outside of contracted school hours, engaging with mindfulness and traumainformed strategies. Findings from pre- and post-intervention surveys indicated a slight statistically insignificant increase in participants\u27 stress levels. Similarly, self-efficacy levels slightly increased, but this change was also not statistically significant. However, qualitative findings suggested that participants perceived these interventions as beneficial in managing stress, fostering emotional resilience, and improving their ability to support students with exceptionalities (SWEs). Participants also reported feeling more connected to their peers and experiencing greater professional fulfillment.
While the quantitative data did not demonstrate statistically significant changes, these findings suggest that mindfulness-based and trauma-informed practices hold promise in supporting SETs’ wellbeing. Future research should explore long-term implementation strategies and consider larger sample sizes to further examine the impact of these interventions on teacher retention, school culture, and student outcomes
Isolating The Causes Instead Of The Student: Building Belonging And Connectedness Among And With Students
Full text linkEmbedded at the heart of the educational system is the teacher-student relationship. This qualitative Improvement Science Dissertation in Practice (ISDiP) examines the impact of the teacher-student relationship on students’ sense of belonging in the classroom and the broader school culture and climate in an urban interdistrict high school magnet program. At the 2022 Association of Middle School Leadership, Houston Kraft, developer of Character Strong, explained that If we know connection and belonging is a human need, we have to build systems and skills that support the acquisition of and development of connection before students ever feel safe to learn (Simpson, 2022). A study of scholarly literature and professional practices documented Self-Determination Theory and the concept of “Saying is Believing” as integral to changing teacher mindsets and practices in the classroom. Building upon Allen et al.’s Integrative Framework for Belonging, the scholarly researcher combined Learning Circles, Listening Sessions, and Self-Reflection Journaling focused on the Empathetic-Disciplinary Mindset to work with six high school teachers for eight weeks to impact perceptions of student sense of belonging in the classroom and the impact of instructional practices to enhance students’ internal sense of belonging. The qualitative findings showed promising practices for small group, scenario-based professional development that utilizes “Saying is Believing” to change teacher mindset and practices to foster stronger teacher-student relationships impacting a student’s sense of belonging in the classroom
The Role of Habitat Complexity in Ladybug functional responses
No full textHow predator density predicts how much prey they eat is a huge concern for ecology. Interactions among individual predators can affect how this works. For example, larger predators might attack smaller predators, decreasing how much the whole population eats. Size differences among predators might change how individuals forage, causing individual foraging behavior to not predict foraging behavior at higher densities. To test this, I counted how many Ephestia kuehniella moth eggs Hippodamia convergens ladybugs ate in petri dishes alone and whether their size affected this. Then I compared this to how many eggs these predators ate in pairs. This allowed me to measure how much differences in their size caused them to eat less. My lab and I are still analyzing the data. My poster will display these results and explain how they might be used to better predict the foraging of predator populations
The Hidden Consequences of Mass Deportation
Full text linkCan mass deportation of immigrants, as some political leaders claim, effectively protect local workers and stimulate the local economy? This research analyzes the impact of mass deportations on the U.S. economy using historical data and case studies. During periods of economic recession, mass deportation can lead to reduced consumption, shrinking markets, and the disruption of production chains. By examining the mass deportation of Mexican immigrants during and after the Great Depression, this study demonstrates that such a policy did not improve the job market for native workers. Even when jobs were created because of the loss of this workforce, the native population was unwilling to take positions that involved manual labor and low wages. Additionally, deportation severely impacted the agriculture and banking sectors, disrupting capital flows and increasing food and labor costs. My findings suggest that mass deportation does not address job insecurity; instead, it leads to the loss of a critical segment of the U.S. workforce and exacerbates economic recessions