Still Scholarworks (A.T. Still University)
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A 3-dimensional evaluation of available retromolar space for the application of ramal plates
No full textIntroduction: This study aimed to evaluate the available retromolar space for ramal plates in patients with Class I and III malocclusions and compare that space with and without third molars using cone-beam computed tomography. Methods: Cone-beam computed tomography images of 30 patients (17 males, 13 females; mean age, 22.2 ± 4.5 years) with Class III malocclusion and 29 subjects (18 males, 11 females; mean age, 24.3 ± 3.7 years) with Class I malocclusion were analyzed. Available retromolar space at 4 axial levels of the second molar root and the volume of the retromolar bone were evaluated. Two-way repeated measures analysis of covariance (repeated measures analysis of covariance) was applied to compare the variables between Class I and III malocclusions and the presence of third molars. Results: Patients with Class I and III relationships showed up to 12.7 mm of available retromolar space at 2 mm apical from the cementoenamel junction (CEJ). At 8 mm apical from CEJ, patients with Class III malocclusion had 11.1 mm of space, whereas those with a Class I relationship showed 9.8 mm of available space. When patients had third molars, the amount of available retromolar space was significantly greater in patients with a Class I and III relationship. However, patients with Class III malocclusion exhibited greater available retromolar space than those with a Class I relationship (P = 0.028). In addition, the bone volume was significantly greater in patients with Class III malocclusion than in patients with a Class I relationship and those with third molars than in those without them (P \u3c0.001). Conclusions: Class I and III groups showed the availability of at least 10.0 mm of retromolar space 2 mm apical to the CEJ for molar distalization. Based on this information, it is suggested that clinicians consider available retromolar space for molar distalization in diagnosing and planning treatment for patients with Class I and III malocclusion
Social media in dental education: The need for institutional policies and content regulation
No full textManagement of Impacted Mandibular Second Molar: A Case Report
No full textIntroduction: In rare cases, impacted second molars may create additional problems for orthodontic treatment. Both parents and the orthodontist should be aware of this problem early to prevent further complications. Good teamwork between the orthodontist and oral maxillofacial surgeon is needed in handling these cases, especially if it involves removing the impacted second molar. The right time to treat an impacted second molar is between the age of 11 to 14 years old. An impacted second molar can lead to a lack of arch length in the patient. Objective: The case report described the management of a female patient with a treated left-and-right impacted second molar in the mandible. The chief complaint of the patient was a protrusive mouth and having two impacted second molars, as told by her general dentist. Case Report: A 15-years-old female patient with Class I molar relationship, bilateral second molar impaction, and bimaxillary protrusion visited the clinic for orthodontic treatment. Extraction of four first premolar and mandibular second molar was completed. Both mandibular third molars were moved anteriorly to help close the space. Conclusion: Good cooperation from various disciplines and treatment planning to resolve the case can produce excellent and ideal results
Occupational therapists assessment of client self-efficacy for home exercise programs: A short report
No full textJournals, Newsletters, and More
No full textStill ScholarWorks will be the future home of a student-led peer-reviewed journal, a student newsletter, and more. Scholarly and creative works of all kinds are welcome on the repository so they can be shared and preserved. If you have a project that would be a good fit for our repository, reach out to the library.https://scholarworks.atsu.edu/homepage-images/1005/thumbnail.jp
Influence of Modified Instructions on Locomotion Subtest Scores Using the Peabody Developmental Motor Scales, Second Edition
No full textPurpose: The current study assessed whether changes in verbal and visual cues used to clarify requirements of the task would result in significant score differences on the Locomotion subtest of the Peabody Developmental Motor Scales, Second Edition (PDMS-2), in children aged 2.5 to 5 years. Methods: The Locomotion subtest of the PDMS-2 was administered twice, 2 to 10 days apart, to 37 children. Age-matched and gender-matched groups received instructions in both standardized and modified formats, where order depended on group assignment. Results: Instruction type resulted in a significant change in Locomotion scores with a medium effect size and no significant interactions between instruction type and age or between instruction type and test order. Conclusions: Findings suggest instruction modifications using altered verbal and visual cues change PDMS-2 Locomotion subtest scores in children with typical development. These results support previous literature indicating that normative scores should not be reported if modifications were used during testing
Integration of a Culturally Appropriate Method of Delivering Health Information in a Non-Clinical Setting
Get PDFContext:
A.T. Still University School of Osteopathic Medicine in Arizona (ATSU-SOMA) has an established partnership with Family HealthCare Network (FHCN). Initial meetings with the local community outreach department identified that a substantial majority of the Hispanic population served by this health center may lack access to health education. In particular, Spanish-speaking patients at the health center may face language barriers that impair the transfer of health education between the providers, patients, and their families.
Objective:
The purpose of this study was to provide health educational presentations in Spanish in order to improve health knowledge relating to women’s and children’s health. The goal was to equip participants with necessary health information so that they gain awareness of the importance of scheduling primary care visits for themselves and their families.
Methods:
Two health information sessions on women’s and children’s health were developed, translated, and advertised via flyers to Spanish-speaking attendees of FHCN Bailoterapia dance classes. Participants were recruited on a voluntary basis after passing out the flyers. During each session, participants first filled out a pre-survey. Next, they listened to a live presentation on either women’s or children’s health in Spanish. Finally, they completed the post-survey.
Participation entailed attending one of the educational sessions and completing a pre-survey and post-survey. Ordinal data were collected and outcomes were evaluated via a two-tailed t-test to assess changes in health attitudes, knowledge, and participant satisfaction. Each participant received a numbered packet and their responses to the health attitude questions were compared from pre- to post-presentation. The data from each presentation were independently collected in the same manner.
Results:
Forty-seven eligible participants all participated in the surveys. The completed survey rate was 100%. Survey findings showed an improvement in health knowledge after the presentation. Baseline knowledge and health attitude improvement for women’s and children’s health was 37.9% and 61.25% respectively. Paired t-tests yielded p-values of less than 0.0001.
Conclusion:
The model highlighted how delivering health information in Spanish can empower Spanish-speaking individuals in the community to feel confident in seeking healthcare. We learned from the project that participants displayed an improvement in health knowledge after the presentations. The program was effective in improving participants’ knowledge of the respective health topics. On a community level, the affiliated health center also expressed interest in expanding this program to having more sessions. Other organizations and communities may have different language barriers and thus require additional adjustments. Using this innovative approach to perform outreach and networking with various community organizations will allow new audiences and community members to be reached for future projects
Recommendations for Medical Discharge Documentation and Academic Supports for University Students Recovering From Concussion
No full textObjective: This study sought to (1) collate the experiences of university students with concussion history and academic stakeholders through interviews and (2) develop concussion management recommendations for institutions of higher learning using a multidisciplinary Delphi procedure. Setting: Remote semistructured interviews and online surveys. Participants: The first aim of this study included undergraduate university students with concussion history who did not participate in varsity athletics (n = 21; 57.1% female), as well as academic faculty/staff with experience assisting university students with their postconcussion academic needs (n = 7; 71.4% female). The second aim enrolled 22 participants (54.5% female) to serve on the Delphi panel including 9 clinicians, 8 researchers, and 5 academic faculty/staff. Design: An exploratory-sequential mixed-methods approach. Main Measures: Semistructured interviews were conducted to unveil barriers regarding the return-to-learn (RTL) process after concussion, with emergent themes serving as a general framework for the Delphi procedure. Panelists participated in 3 stages of a modified Delphi process beginning with a series of open-ended questions regarding postconcussion management in higher education. The second stage included anonymous ratings of the recommendations, followed by an opportunity to review and/or modify responses based on the group\u27s consensus. Results: The results from the semistructured interviews indicated students felt supported by their instructors; however, academic faculty/staff lacked information on appropriate academic supports and/or pathways to facilitate the RTL process. Of the original 67 statements, 39 achieved consensus (58.2%) upon cessation of the Delphi procedure across 3 main categories: recommendations for discharge documentation (21 statements), guidelines to facilitate a multidisciplinary RTL approach (10 statements), and processes to obtain academic supports for students who require them after concussion (8 statements). Conclusions: These findings serve as a basis for future policy in higher education to standardize RTL processes for students who may need academic supports following concussion
Board of Certification Examination Achievement Gaps as a Barrier to Diversifying the Athletic Training Profession
No full textContext: Achievement gaps have been well documented in the medical and health professions. Previous researchers have indicated that individuals from underrepresented minority groups consistently fall short of White candidates in performance on standardized credentialing examinations. Objective: To determine the relative risk of failure by ethnicity and first-time and retake pass rates on the Board of Certification (BOC) examination. Design: Descriptive study. Setting: Professional master’s degree athletic training programs. Patients or Other Participants: A total of 3742 unique candidates with 4425 attempts between examination windows 1 of 2011–2012 (April) and 5 of the 2019–2020 (February) cycle of the BOC examination. Main Outcome Measure(s): Ethnicity as self-selected by the candidates, attempt number, result of each attempt, year, and testing window. Results: Examination candidates self-identified as White (60.4%, n = 2261/3742), unknown (ie, withheld an ethnicity selection; 10.6%, n = 395/3742), Hispanic (8.6%, n = 320/3742), or African American (8.4%, n = 313/3742). On the first attempt, White candidates passed at a rate of 93.2% (2107/2261), African American candidates at 74.8% (234/313), and Hispanic candidates at 86.9% (278/320; overall first-time pass rate for this subsample = 90.5%, 2619/2894). The relative risk of first-attempt failure was higher for African Americans than for both White (relative risk = 3.706, 95% CI = 2.903, 4.730; P, .001) and Hispanic (relative risk = 1.923, 95% CI = 1.368, 2.703; P . .001) candidates. For Hispanic candidates, the relative risk of first-attempt failure was about 50% lower than for White candidates (relative risk = 0.519, 95% CI = 0.377, 0.715; P, .001). Conclusions: Achievement gaps existed between White candidates and those from ethnic minority groups in athletic training. Diversification of the athletic training workforce will require ensuring equity in preparation for and success on the BOC examination