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Anne Wales, D.O. Interview 7 Recording 1
No full textAn interview with Dr. Anne Wales at her home discussing osteopathic treatment and history.https://dune.une.edu/walescollection/1016/thumbnail.jp
Diverse Health Perspectives on Childhood Asthma
No full textPresentation focused on a young 6-year-old child who recently moved to rural Maine with a diagnosis of Asthma. Our team consists of health professionals ranging from Osteopathic Medicine, Physician Assistant, Physical Therapy, Occupational Therapy, and Public Health student perspectives. Our diverse health perspectives on this case included medication management, addressing social/emotional/psychological challenges, and furthering family and child health through holistic models of medicine. Our overarching goal was to be client-centered to enhance outcomes through effective communication, collaboration, and care.https://dune.une.edu/caiepfall2024/1013/thumbnail.jp
Playing Well With Others: Evaluating An Intervention To Prepare Students For Interprofessional Collaborative Learning
Full text linkNational trends in health care delivery focus on quality team-based care, patient safety, reducing costs and improving practitioner satisfaction (Interprofessional Education Collaborative, 2016). Health profession students, including social workers, are expected to be workforce ready for a complex interprofessional work environment. Educators are charged with developing effective ways to teach collaborative team skills as part of the curriculum (Rubin et al., 2018; Thistlethwaite et al., 2014). Educators across health professions recognize the importance of providing opportunities to immerse students in experiential, person-centered interprofessional teamwork to adequately prepare them for the workforce. (Cohen Konrad et al., 2017; Mokler, 2020). Planned interprofessional collaborative learning (ICPL) creates opportunities for students to develop mutual awareness and respect of each other’s profession and enhance students’ comfort working across disciplines (Dow et al., 2013; Congdon et al., 2020; Jones et al., 2020; Kanji et al., 2019; Peterson & Brommelsiek, 2017).
The Council on Social Work Education (CSWE) acknowledged the importance of collaborative practice by becoming a supporting organization of the national Interprofessional Education Collaborative and the explicit addition of interprofessional collaborative competencies to the education standards expected of graduates from accredited social work programs. Thus, Social work educators are charged with providing opportunities for students to develop these competencies.
Social workers bring a unique lens to the interprofessional healthcare team that is often misunderstood by other professions (de Saxe Zerden et al., 2018; Kobayashi & Fitzgerald, 2017). A barrier social work students encounter in ICPL is the lack of knowledge and biases and assumptions other health profession students and faculty have about the profession (Pecukonis et al., 2008; Pecukonis, 2014, 2020). Encountering negative stereotypes and bias as well as hierarchical attitudes can make it difficult for social work students to find their place and voice within the interprofessional team during ICPL and students are often unprepared to respond to this (Gergerich et al., 2019; Pecukonis, 2020).
This dissertation research evaluated the effectiveness and efficacy of an intervention through a mixed methods study. The purpose of the intervention was to contextualize ICPL in social work education, explore benefits, challenges, and barriers to interprofessional teamwork, increase understanding of the role of social work on the healthcare team, and improve student self-efficacy for managing conflicts that may arise from professional centrism, stereotyping, hierarchical attitudes, and bias
The Effectiveness Of The Six Minute Walk Test For Tracking Progress In Patients With Post-COVID Condition: A Case Report
Full text linkBackground and Purpose Post-COVID Condition (PCC) is defined as the presence of symptoms related to SARS-CoV-2 four weeks past the initial infection. The SARS-CoV-2 virus impacts many organs and body systems. The six-minute walk test (6MWT) is a standardized measure of cardiovascular endurance commonly used in physical therapy practice. Use of the 6MWT has been studied in specific patient populations (e.g., geriatrics, Parkinson’s disease, stroke, and chronic obstructive pulmonary disorder). The purpose of this case report is to discuss the utility of the 6MWT as a measure of walking capacity in individuals with PCC.
Case Description The patient was a 46-year-old female diagnosed with PCC who presented to outpatient physical therapy with impaired cardiopulmonary endurance, including difficulty breathing, shortness of breath with exertion, and generalized muscle weakness. The patient had persistent pulmonary symptoms that impacted her ability to perform activities of daily living and recreational activities. The 6MWT was used to measure changes in cardiopulmonary endurance and walking capacity during her course of care. Interventions included whole body strengthening and aerobic exercise.
Outcomes The patient demonstrated significant improvements in her cardiopulmonary endurance as demonstrated by an increase in the 6MWT distance (from 450 meters to 588 meters) and patient-reported symptoms.
Discussion The 6MWT may be an appropriate outcome measure for monitoring change following physical therapy intervention for PCC. Further research is required to determine the psychometric properties of the 6MWT for this patient population
A Phenomenological Study Of The Lived Experience Of Secondary World Language Teachers Who Use Proficiency-Based Rubrics For Assessment
Full text linkThe purpose of this qualitative transcendental phenomenological study was to explore the lived experience of Massachusetts public secondary (middle school/high school) world language teachers who utilized the ACTFL proficiency-based rubrics to evaluate student performance environments (American Council on the Teaching of Foreign Languages, 2012). This study was guided by the research question, “What are the lived experiences of secondary world language teachers who used Proficiency-Based Rubrics to evaluate student performance?” Husserl’s (1964) transcendental phenomenology served as the study’s conceptual framework, and Andrade and Brookhart’s (2020) classroom assessment theory served as the theoretical framework.
Semi structured interviews were used to gather data from eight participants. The emergent themes which evolved from this data were that performance feedback focuses on students’ individual growth, that environment dictates the level of adherence to the ACFTL rubrics, and that the proficiency-based classroom creates a safer and more collaborative learning environment. The findings of the study suggest that there was inconsistent implementation and usage of the ACTFL proficiency-based rubrics by participants and that only some of the expected changes to instruction occurred as a result of the adoption of these rubrics
The Role Of Intraoperative Esmolol Vs Ketamine In Laparoscopic Cholecystectomy
Full text linkAs the understanding of opioid dependence mechanisms and origins in the adult population continues to evolve in the United States, so does the pursuit of alternative avenues for analgesia. Many opioid substance-use disorder patients can trace the origins of their dependence to routine prescription and administration of opioids during surgical procedures (Bohringer et al., 2020). One such procedure where opioids are frequently utilized for intraoperative and postoperative analgesia is laparoscopic cholecystectomy. Incidence of gall bladder disease is closely related to obesity (Hines & Marschall, 2018). Gallstone disease continues to be a common and costly health problem affecting 10 to 20% of the US adult populations (NIH, 2023). The definitive treatment for acute cholecystitis is removal of the gall bladder commonly performed utilizing the laparoscopic technique (Hines & Marschall, 2018).
Does the use of intraoperative esmolol versus ketamine infusion in adult patients undergoing laparoscopic cholecystectomy surgery improve postoperative pain? This literature review sought to better understand the role of two non-opioid adjuncts, esmolol and ketamine, in postoperative pain for adults undergoing laparoscopic cholecystectomy. When measured in terms of pain intensity and opioid consumption postoperative nociception was improved with intraoperative esmolol and ketamine compared opioids and other non-opioid adjuncts
Benefits Of Ketamine Versus Propofol In Acute Traumatic Brain Injuries With Elevated Intracranial Pressure
Full text linkKetamine is a widely used medication that can be administered for the delivery of anesthesia as well as analgesia while supporting hemodynamics. A commonly taught concept based on early research is that ketamine should not be administered to those with acute brain injuries. Early research had stated that ketamine can cause a dangerous increase in intracranial pressure (ICP) and thus a decrease in cerebral perfusion and oxygenation in those with traumatic brain injuries (TBI) (Takeshita et al., 1972). More recent research has shown that ketamine may be efficacious for patients with TBIs and can decrease ICP (Dengler et al., 2022). In comparison, the use of propofol for induction is a widely accepted and much more common practice for induction with the benefits of possibly avoiding a detrimental increase in ICP (Adembri et al., 2007). This literature review was conducted to identify the benefits and safety of cerebral hemodynamics with the use of ketamine versus propofol for induction in the adult population presenting for decompressive craniotomy. A literature review of confounding evidence has been conducted, including electronic bibliographic databases, relevant articles, and several anesthesia textbooks. In searching the databases the focus was on studies using ketamine and propofol with acute brain injuries and their effects on intracranial pressure in patients presenting for decompressive craniotomies. There are currently 31 research studies and systematic reviews included. Positive clinical outcomes, such as decreased ICP, hemodynamic control, and ideal pain control, were noted in many of the studies and within the literature. It appears that the use of ketamine does not increase ICP and may be just as efficacious as propofol for those presenting with TBI (Breindahl et al., 2021)
Interprofessional Collaboration Addressing the Public Health Paradigm
No full textThe collaboration between COM, CMD, and DPT have come together to develop a case study example that addresses the social determinants of health within the Maine community. Using the public health problem solving-paradigm, we have discussed how health disparities and access to quality care play a key role in the outcomes of our patients. We discuss the psychosocial implications of health inequality and the community-based implications of rural medicine.https://dune.une.edu/cecespring2023/1003/thumbnail.jp
Periodontal Disease And Alzheimer’s Disease
Full text linkThere is a direct correlation between patients with periodontal disease and negative cognitive decline or Alzheimer’s disease. Research has proven that those who suffer from Alzheimer’s/dementia have a reduced dentition which negatively impacts masticatory function. With impaired masticatory function, it leads to poor nutrition which has a direct effect on cerebral stimulation and blood flow which worsens the effects of Alzheimer’s. The bacteria that is present during periodontitis, causes a spike in inflammatory cytokines. These cytokines invade the brain and trigger CNS inflammation which leads to cognitive decline.https://dune.une.edu/dh_studpost/1020/thumbnail.jp
The Perceptions Of Elementary Educators Regarding Mathematical Discourse Utilization In The Classroom: A Qualitative Phenomenological Study
Full text linkGiven the lack of proper utilization of mathematical discourse in public elementary settings and the stagnation of mathematical proficiency, the purpose of this qualitative phenomenological study was to explore the perceptions of public elementary K-5 educators regarding the use of mathematical discourse as a pedagogical strategy. Because research indicates there are benefits to facilitating mathematical discourse, this study sought to understand the perceptions of public elementary K-5 teachers regarding the use of mathematical discourse as a pedagogical strategy in the classroom, their perceptions of different pedagogical strategies for facilitating mathematical discourse, and their perceptions of students engage in mathematical discourse while using disciplinary language. Through one-on-one semi-structured interviews with 10 participants, four themes emerged from the data: (a) teachers perceive mathematical discourse as positive, (b) classroom management impacts discourse facilitation, (c) the curriculum used and the professional development of teachers informs the strategies used to facilitate discourse, and (d) mathematical language plays a key role in student engagement in discourse. The findings indicate that districts and schools must provide further professional development on strategies to facilitate mathematical discourse for their teachers, select curricular programs that support teachers in facilitating discourse, and review their master schedules to ensure adequate time for mathematics instruction