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Intl. J. of Health Sciences Education     Open Access   (Followers: 2)
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International Journal of Health Sciences Education
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2325-9981
Published by East Tennessee State University Homepage  [1 journal]
  • Interprofessional Collaboration with Occupational Therapy Assistant and
           Physical Therapist Assistant Students Through a Simulated Academic Setting
           

    • Authors: Brooke Gentry et al.
      Abstract: Background: There is a direct emphasis on interprofessional learning and interprofessional education (IPE) at the accreditation and national level (IPE, 2016). There are, however, no studies on the effectiveness in the delivery of interprofessional collaboration in the academic setting, specific to occupational therapy assistant students. Therefore, the following research has been developed to address this area of need in occupational therapy assistant education.Methods: This research was conducted in the academic setting, through a simulated lab-based case with occupational therapy assistant and physical therapist assistant students as the participants. The perceived confidence and communication were measured through a pre and post survey using the Interdisciplinary Education Perception Scale (IEPS). Qualitative data was collected 10 months after the IP event in the form of a focus group.Results: Twenty-three students participated in the interprofessional event. The quantitative results while using a paired samples t-test indicated that IEPS pre-test mean scores (M = 90.08) were significantly different than the IEPS post-test mean scores (M = 97.95), (t [23] = 5.57, p < .001). The qualitative finding results resulted in the following themes: collaboration, building confidence and effective communication skills, during the IPE event, and student reflection of IPE.Conclusions: Many health program accreditation bodies include IPE within their educational standards. The results of this one-day interprofessional event demonstrated that the participants showed an improvement in their perceptions of affective domain components within an interdisciplinary education program. The results were IEPS and all four subscales within the IEPS were statistically significant indicating that student learning occurred in all domains. Occupational therapy assistant faculty need to continue to seek creative avenues to support and incorporate IPE in the academic setting to better prepare OT practitioners to work collaboratively in the workplace and with the clients they serve.
      PubDate: Fri, 20 May 2022 07:51:02 PDT
       
  • Innovation in Health Science Education: An Experiential Learning Program

    • Authors: Lily Apedaile
      Abstract: The SARS-CoV-2 pandemic disrupted health professions education on a number of different levels. Many health professions and pre-health professions students lost access to real-world clinical experience which has lead to disruptions in the healthcare workforce pipeline. At the University of Montana a diverse group of health professions educators designed an innovative experiential learning program, called Griz Health, that would allow UM students to engage in healthcare experiences while helping the campus with COVID-19 response. Because of the overwhelmingly positive response from students and community members that participated in this program, the Griz Health program was shifted from a volunteer response program to a year-long course. Students in the Griz Health course will work in small, interprofessional teams to engage in the innovation process to tackle local healthcare issues in underserved communities.
      PubDate: Fri, 20 May 2022 07:50:57 PDT
       
  • A Debriefing of a Student Created Malaria Board Game

    • Authors: Jeffrey L. Lennon
      Abstract: Purpose- This article examined the post-game debriefing of a student-created board game on the topic of malaria, taken from UNICEF and other international agencies’ Facts for Life.Design/Methodology/Approach- A group of university health students participated in the play of the game and the debriefing. Initial debriefing of seven steps(key themes) occurred through written format, followed by an oral debriefing.Findings – Major categories from the written debriefing by steps, key category response, and number of categories were as follows: For experience recall – how to prevent malaria, nine response categories; for feelings – felt informed, felt happy, nine response categories; for enjoyment – learned new information, game was fun, 11 response categories; for importance – malaria prevention, 12 response categories; for new information learned – malaria affects pregnancy, 10 response categories; for new information to learn – multiple topics such as strategies to prevent malaria, 13 response categories; for improvements as suggestions – add more questions, nine response categories. Follow up oral debriefing supported the written debriefing categories, as well as yielding some additional categories. The students suggested at least 70 response categories after the play of the game.Conclusion- This study demonstrates the applicability of a student created and played board game based on the Facts for Life topic of malaria, as a vehicle for health topic discussion. A combined written and oral debriefing approach complimented each other in an educational gaming strategy.Recommendations – Game debriefing is a valuable and essential tool to be included in a health educational gaming strategy. The use of this malaria game should be extended for play in other non-formal settings.Key words: Malaria, board-game, written debriefing, oral debriefing, student created games, public health education, health education
      PubDate: Fri, 20 May 2022 07:50:51 PDT
       
  • Development and Evaluation of an Interprofessional Education Course on
           Integrated Health Care for Nutrition, Public Health, School Counseling,
           and Social Work Graduate Students

    • Authors: Nadine Bean et al.
      Abstract: Interprofessional education (IPE) is essential for enhancing students’ critical thinking skills and ability to integrate other professionals’ knowledge to ensure mutual respect and shared values for patient-centered care. The needs of medically underserved populations (MUPs) to receive behavioral health and nutritional care integrated with primary care services are significant. This research highlights the data outcomes from six offerings of a graduate IPE course on integrated health care. Funding from a Health Resources and Services Administration (HRSA) Behavioral Health Workforce and Education Training (BHWET) grant provided stipends for graduate social work and school counseling students in their final year of field working with MUPs in integrated care settings. Findings indicate significant increases in integrated care knowledge from pre- to post-course. Students reported appreciating the social justice framework of the course including food security and access to care. Students suggest that the course be required of all, not just stipend recipients.This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under Behavioral Health Workforce Education and Training Program Grant No. M01HP313900100. This information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS, or the U.S. Government.
      PubDate: Fri, 20 May 2022 07:50:43 PDT
       
  • From Opportunity to Necessity: Development of an Asynchronous Online
           Interprofessional Learning Experience

    • Authors: Kristen McHenry et al.
      Abstract: Incorporating interprofessional collaboration competencies into both undergraduate pre-licensure and graduate health science students poses challenges for academic health science centers. Certain student groups may have less opportunity to participate in interprofessional learning experiences due to demands of individual programs of study and conflicts in scheduling time with other disciplines. A group of interprofessional higher education faculty members created an innovative online asynchronous interprofessional experience with the primary goals of meeting accreditation standards for specific programs and providing interprofessional education (IPE) to students who were unable to participate in traditional face-to-face IPE experiences already established at the institution. This guide will highlight the process of design and development of the learning opportunity, from conception to implementation. The pilot of the asynchronous online IPE experience served as a model for the transition of the original in-person model to virtual IPE during the COVID-19 pandemic.
      PubDate: Fri, 30 Jul 2021 10:30:40 PDT
       
  • Development and implementation of an evaluation tool for measuring
           Cultural Competency learning activities in Health and Sport Science
           undergraduate students

    • Authors: Diana Cuy Castellanos et al.
      Abstract: Due to the diversity within the healthcare system, it is important to promote cultural competency in healthcare providers. The integration of pedagogical approaches to cultural competency into health-related programs cannot be understated. Therefore, the purpose of this study was to develop an instrument to examine the student engagement in cultural competency-related activities within health-related degree programs and determine the relationship between engagement and cultural competency. Participants of the study included first- and fourth-year undergraduate students studying within a health-related program at a mid-sized, private university in the Midwestern US. Participants completed a cultural competency inventory questionnaire which included activities identified from prior studies that facilitated cultural competency learning. They also completed The Inventory for Assessing the Process of Cultural Competence For Healthcare Professionals -Student Version (IAPCC-SV, 2009); a measure of cultural competency. Using the exploratory factor analysis, the Cultural Learning Inventory (CLI) indicated a 4-factor construct with adequate construct detection. Overall, three of the four CLI constructs were positively associated with overall cultural competency. Further, first-year students had lower CLI and cultural competency scores compared to fourth year students. In conclusion, promoting learning activities and programs can positively impact future cultural competency in health-related professionals.
      PubDate: Fri, 30 Jul 2021 10:30:28 PDT
       
  • Effectiveness of an Adapted Virtual Medication Reconciliation OSCE
           Compared with In Person OSCE

    • Authors: Rick Hess et al.
      Abstract: Introduction:The objective of this study was to measure virtually-based objective structured clinical exam (OSCE) pass rates of student pharmacists who received remote, synchronous instruction on medication reconciliation compared with OSCE pass rates from the previous class, who received face to face synchronous instruction and OSCEs. The secondary objective was to measure student perceptions of remote instruction and OSCE preparation.Materials and Methods:Second year student pharmacists attended four online preparatory labs to learn and practice the process of performing a medication reconciliation. A virtually-based OSCE was used to assess student competency of identifying the primary or life-threatening medication related problem (MRP). Failing to identify the MRP represented a “kill point” and an automatic failing grade. A brief 10-item survey designed to measure student perceptions was sent to all participants post OSCE.Results:Seventy-seven students completed the OSCE and the overall pass rates were similar between the 2020 and 2019 class years (97% vs 94%, respectively; p = 0.24). Survey responses showed students lacked confidence, preferred face-to-face learning rather than online and most described their remote environments as not conducive to learning.Conclusion:Online instruction and assessment was at least as effective as traditional face-to-face methods. however the virtual-based platform was not preferred by learners.
      PubDate: Fri, 30 Jul 2021 10:30:16 PDT
       
  • A Thematic Analysis of the Attitudes and Perceptions of Faculty Towards
           Inclusion of Interprofessional Education in Healthcare Curriculum

    • Authors: Jitendra Singh et al.
      Abstract: This qualitative study aimed to explore attitudes and perceptions of faculty towards inclusion of interprofessional education (IPE) in healthcare curriculum. Efforts were made to explore faculty members’ definition of IPE, significance of including IPE in content and curriculum and resources available to implement such initiatives in healthcare education programs. Further, challenges faced while including IPE in curriculum were also explored. Face to face semi structured interviews were conducted, and a six-step thematic analysis framework was utilized to analyze the collected data. Further, four dimension criteria was utilized to establish the rigor of the study. Eleven participants across undergraduate and graduate health profession programs participated in in-depth semi structured interviews. Findings suggest that faculty defined IPE through the framework of teamwork, the integration of clinical and non-clinical health-based disciplines, and as a means to foster experiential learning. Faculty identified organizational support, culture, the healthcare industry, administration, and accreditation as both resources and barriers to the successful implementation of IPE. Because there is paucity of research on IPE in clinical and non-clinical health disciplines, this research can provide practical tips to both academic administrators and faculty members.
      PubDate: Fri, 30 Jul 2021 10:30:05 PDT
       
  • Evaluation of an Innovative Transitional Care Clinic in an
           Interprofessional Teaching Practice

    • Authors: McKenzie Calhoun Highsmith et al.
      Abstract: During transitions of care, great opportunity exists for miscommunication, poor care coordination, adverse events, medication errors and unnecessary healthcare utilization costing billions of dollars annually. An Interprofessional Transitions of Care (IPTC) clinic was developed utilizing a Family Medicine team that included physicians, nurses, a clinical social worker, and a clinical pharmacist. The purpose of this study was to determine if utilization of an IPTC clinic prevented hospital readmission, and to identify factors that predict most benefit from an interprofessional approach to transitions of care. A retrospective chart review of 1,001 patients was completed. A treatment group (TG) of 501 patients were offered IPTC clinic appointments following hospital discharge. A control group (CG) of 500 patients were hospitalized and received traditional follow-up prior to development of the IPTC clinic. Traditional follow-up typically consisted of an automated appointment reminder and a physician office visit. Outcomes assessed included 30-day hospital readmission of TG versus CG, and whether patient characteristics predisposed specific patient groups to attend IPTC appointments or benefit more from IPTC participation. Compared with CG, patients who completed an IPTC appointment were 48% less likely to be readmitted to the hospital within 30 days. Patients with congestive heart failure and cellulitis particularly benefited from IPTC. Telephone contact within two business days of discharge was the greatest predictor of patients attending an IPTC appointment. These results demonstrate that an interprofessional approach to transitions in care effectively addresses this high risk for error and high cost time in the continuum of care.
      PubDate: Mon, 08 Jun 2020 14:06:54 PDT
       
  • The Impact of an International Interprofessional Experience on Perceptions
           of Pharmacist-Physician Relationships

    • Authors: Miranda R. Andrus et al.
      Abstract: Objective. To assess the impact of this international interprofessional learning experience on perceptions of pharmacist-physician relationships and interprofessional teams.Methods. Medical and pharmacy students completed a one-week interprofessional medical mission experience in the Dominican Republic. Anonymous surveys were administered to 17 students before and after completion to measure perceptions of pharmacist-physician relationships and interprofessional teams. Responses were matched and changes in perceptions were analyzed using the Wilcoxon Signed Rank test. The SPICE-R2 instrument was administered after the experience to measure attitudes toward interprofessional teams. Results. Of the 17 participants, 100% responded to all surveys. Significant improvements were seen in the perception of pharmacists as an integral part of medical mission trips (P=0.035) and confidence in the ability to communicate with other healthcare disciplines (P=0.033). All students stated they would recommend this experience, and agreed that interprofessional experiences enhance their team work skills and should be incorporated into their education. Student comments supported that this was a meaningful and effective interprofessional experience. The results of the SPICE-R2 demonstrated positive attitudes about interprofessional teams, with all questions having a median score of “agree” or “strongly agree.”Conclusions. An international interprofessional experience improved the perception of pharmacist-physician relationships. The experience provided understanding of the other healthcare discipline, an appreciation for the importance of interprofessional teamwork, increased student confidence in communicating with the other discipline, and cultivated interest in future interprofessional collaboration.
      PubDate: Mon, 08 Jun 2020 14:06:41 PDT
       
  • Fit for Population Health Service: Assessing the Change in Public Health
           Competencies of Interprofessional Undergraduate Health Sciences Students

    • Authors: Cassity Gutierrez et al.
      Abstract: Background. A 2012 IOM report is just one of an increasing number of recommendations to incorporate a population health approach into training of all health professionals. In light of the emphasis on and necessity for all future health professionals to possess core public health competences, a medium sized public University incorporated Introduction to Public Health as a required course in their undergraduate, interprofessional Health Sciences curriculum.Purpose. The purpose of this study was to assess the change in core public health competencies of undergraduate Health Sciences students who completed an Introduction to Public Health course.Methods. The Tier 1 Public Health Professionals Competency Assessment was administered in the online Introduction to Public Health courses for undergraduate Health Sciences students; the pretest was administered during the first week and the posttest during the final week of the 15 week course. Purposive sampling was used to assess how the course increased the student’s acquisition of core public health competencies within the designated eight domains.Results. Results of this study showed an increase in the competency scores of the participants from pre to posttest across all of the eight domains.Conclusions. This study demonstrates that an Introduction to Public Health course can increase the core public health competencies of undergraduate Health Sciences students, and the Public Health Professionals Competency Assessment can be used to assess the acquisition of these competencies with and guide curriculum for future health care providers.
      PubDate: Mon, 08 Jun 2020 14:06:30 PDT
       
  • Approachability of the Nursing Clinical Instructor: Psychometric
           Assessment of a Scale Development

    • Authors: Angela Collier
      Abstract: Approachability of nursing clinical instructors is largely unknown and misunderstood, yet critical for millennial students which currently comprise 82% of nursing students (National League for Nursing, 2014). Nursing education consists of both a didactic and a clinical component. Clinical education is dynamic and allows the student an experiential learning opportunity. Therefore, clinical nursing educators are vitally important. Approachability has been identified in many studies as a leading characteristic of an effective instructor. Although the importance of approachability of the instructor is established, currently no scale exists to measure this concept. The purpose of this study was to examine the validity and reliability of the newly developed Approachability of Nursing Clinical Instructor (ANCI) scale. Based on the results of this study, the newly developed ANCI scale meets all four aspects of validity (face, content, construct and criterion-related) and reliability is established. The confirmatory analysis indicated a one-factor scale with 56.102 of the variance explained. There are multiple future recommendations for the ANCI scale which include further psychometric testing the new scale, potential theory testing, education and screening of new clinical instructors and expanding the ANCI within nursing and to other disciplines.
      PubDate: Mon, 08 Jun 2020 14:06:18 PDT
       
  • Approachability of the Instructor within the Context of Nursing Clinical
           Education: A Concept Analysis using Rodger's Evolutionary Method

    • Authors: Angela Collier
      Abstract: Aim: The aim of the study is to report an analysis of the concept of approachability of the instructor within the context of nursing clinical education.Background: Approachability of the instructor within the context of a nursing clinical education is a concept that is obscure and immature.Design: Concept AnalysisData Sources: A literature search between the years 1985 to present yielded 18 articles that were analyzed.Method: Rodger’s Evolutionary Method was used for the concept analysis.Results: The concept analysis identified the antecedents, attributes and consequences of approachability of the clinical nursing instructor. The antecedent was a student centered teaching philosophy. Based on the analysis, the attributes were divided in active and subtle behaviors of approachability. The active behaviors were encouraging questions, not belittling the students, showing an interest in students and being flexible. The subtle behaviors were identified as non-verbal communication and being available. The consequences include building an interpersonal relationship and creating a positive clinical experience. Using the antecedents, attributes and consequences, a theoretical definition was developed.Conclusion: The implications for future development include development of a tool that measures approachability, relational quantitative studies using the instrument and dissemination new knowledge.
      PubDate: Mon, 08 Jun 2020 14:06:06 PDT
       
  • Embedding Interprofessional Activities with Physical Therapy and Athletic
           Training Students in Shared Professional Course

    • Authors: Katie Sniffen et al.
      Abstract: Introduction and Background: Interprofessional education (IPE) is outlined in many health professions education standards creating an increased demand for its inclusion in already crowded curricula with limited faculty and financial resources. The Interprofessional Education Collaborative (IPEC) developed “Core Competencies for Interprofessional Collaborative Practice” that outline a framework for meaningful IPE experiences. Case-based learning activities have been used to foster improvements in interprofessional role clarity, communication, and rapport among student groups. The authors describe one trial of incorporating interprofessional and team work activities in a shared professional course and report on student learning outcomes in the context of IPEC competencies. Course Design: In an existing shared professional course, athletic training (AT) and physical therapy (PT) students were exposed to an interprofessional teaching team and engaged in team work activities during lab sessions. Students were also assigned to interprofessional (IP) and uniprofessional (UP) teams to complete four case-based learning activities regarding the application of therapeutic modalities in various patient cases. Students then wrote critical reflections of their experiences working in teams. Instructors evaluated these reflections in the context of eight relevant IPEC sub-competencies.Outcomes: Both IP and UP groups of students were able to articulate the demonstration of each of the eight IPEC sub-competencies, suggesting that incorporating a variety of interprofessional and team work activities in a shared professional course may offer a valuable IPE experience that promotes development of students’ collaboration skills.Discussion and Conclusion: Embedding IPE in existing curricula could be a viable way to overcome many of the challenges faced by health professions programs, meet IPE accreditation standards, and prepare students for interprofessional collaborative practice.
      PubDate: Thu, 22 Aug 2019 13:21:47 PDT
       
  • Students’ Knowledge and Attitudes: An Interprofessional Education
           Workshop and Experience

    • Authors: Patricia Davidson et al.
      Abstract: Background: Interprofessional Education (IPE) can improve teamwork among future healthcare professionals, but the academic structural environment can be a barrier to its implementation.Methods and Results: Students from seven professional programs (athletic training. exercise science, nursing, nutrition, public health, social work, and speech-language pathology) participated in a two-part IPE program consisting of: a web-based education module and an in-person interactive workshop. Students were administered a deidentified pre/post survey to assess changes in their knowledge and attitudes toward IPE. A total of 54 students participated in both components with 46 students completing both surveys. After participating in the IPE program, significantly more students reported changes in 10 of the 18 items on the survey, particularly differentiating the roles of each profession and the benefits of interprofessional collaboration in their future careers.Conclusion: This program increased students’ understanding of the roles of different health professions. Implementing an IPE program is beneficial for enhancing student knowledge and changing attitudes toward IPE.
      PubDate: Thu, 22 Aug 2019 13:21:31 PDT
       
  • Reviewing Failure as Part of Reflection: A Potential Predictor of Health
           Sciences Students’ Successes

    • Authors: Michael Cop et al.
      Abstract: Purpose: The authors examined Health Sciences students’ willingness to reflect on an academic failure at the students’ point-of-entrance into university in order to gauge how students’ willingness to engage in reflective tasks might be predictive of their subsequent academic success and, ultimately, of their potential to become health professionals.Methods: Following Health Sciences students’ failure on an English diagnostic test, the authors determined the proportion of 568 Health Sciences students who voluntarily reviewed or did not review (SR and SNR respectively) their failed tests before sitting a second-chance test 60 days later. The authors then compared the improvements between SR and SNR on the second-chance test and determined three relationships: 1) whether SR or SNR showed greater improvement on the second-chance test; 2) whether SR or SNR had higher mean marks in their four requisite Health Sciences courses; 3) if SR were more likely to be subsequently placed in a health professional programme.Results: 42% (N=237) of students chose not to review their test after failing it and being advised that they could review the test. Those same students were already performing at a lower level on this first test for their Reading Comprehension (F(1,566)= 5.608, p=0.18) and Listening Comprehension (F(1,566)=4.117, p = 0.043). While SR improved more than did SNR when they sat the second test, reviewing the failed test did not significantly correlate with improved success on the second test. However, SR achieved higher mean marks across their four requisite Health Sciences courses than did SNR (Wald’s Z = 8.015, p Wald’s Z = 3.108, p = 0.002) and were more likely to be offered a place in a professional programme (Wald’s Z = 3.108, p = 0.002).Conclusions: Choosing to engage in a relatively simple reflective task following an initial failure predicts subsequent academic success for our Health Sciences students and their potential of becoming health professionals.
      PubDate: Thu, 22 Aug 2019 13:21:19 PDT
       
  • Letter from the Editor

    • Authors: Lisa Haddad
      PubDate: Thu, 22 Aug 2019 13:21:10 PDT
       
  • Outcomes and Experiences of an RN to BSN Online Cohort: An
           Academic-Practice Partnership

    • Authors: Donna Copenhaver Dr. et al.
      Abstract: AbstractThis article describes the result of an academic-practice partnership between a School of Nursing (SON) and a University Medical Center (UMC) for the purpose of promoting BSN education in response to the Institute of Medicine’s recommendation that 80% of RNs hold a baccalaureate degree or higher by 2020. The mutually beneficial partnership worked together to offer a pilot online RN-BSN nursing program, increase the number of BSNs in the workforce, and to collect information from RN-BSN students returning to school about their challenges, recommendations for future programs, and why they were interested in returning to school. The BSN graduates reported a renewed interest in nursing, opportunities for advancement, and the importance of a support system for RNs planning to return to school. The BSN graduates identified barriers for returning to school included finances, lack of knowledge related to technology, and challenges of maintaining work-life balance.
      PubDate: Tue, 18 Dec 2018 13:35:18 PST
       
  • As a Pediatrician, I Don’t Know the Second, Third, or Fourth Thing to
           Do: A Qualitative Study of Pediatric Residents’ Training and Experiences
           in Behavioral Health

    • Authors: Rachel Petts PhD et al.
      Abstract: Despite a mandated 1-month rotation in developmental-behavioral pediatrics (DBP), pediatric residents report inadequate training in behavioral health care. As a first step in much needed curriculum development in this area, this study sought to assess learner experiences regarding the management of behavioral health problems during residency. Four focus groups were conducted for residents in years 1-3 of training in 2 residency programs in a northeastern state. Transcripts were analyzed and coded by researchers through qualitative classical content analysis. The exploratory analysis revealed 9 key themes: time requirements, rapport building, resources and referrals for behavioral health, psychiatric medications, diagnosis vs. treatment, working with families, the importance of behavioral health, fears of working with a pediatric population, and training issues. These qualitative data further identify gaps in the behavioral health training of pediatric residents and may inform future innovations in training curricula.
      PubDate: Tue, 18 Dec 2018 13:35:07 PST
       
  • Patient Deception in Health Care: Physical Therapy Education, Beliefs, and
           Attitudes

    • Authors: Drew A. Curtis et al.
      Abstract: A good professional-patient relationship is important to clinical practice, which may be compromised by deception. Deception research in physical therapy is scant. The current study investigated how the topic of patient deception is addressed in Doctor of Physical Therapy (DPT) educational curriculum, explore DPT students’ beliefs about deception and attitudes toward patient deception, and examine the effects of a pedagogical intervention on DPT students’ beliefs about deception and attitudes toward patient deception. The first objective was pursued by a descriptive survey sent to 217 DPT programs in the US. The second and third objectives were achieved by one-group pretest-posttest design provided to 17 DPT students before and after an educational workshop. Most DPT programs minimally include the topic of patient deception within their curriculum. DPT students held several inaccurate beliefs about the indicators of deception and negative attitudes toward patients who lied. After the educational intervention, students’ inaccurate beliefs were corrected and negative attitudes were reduced. Patient deception seems to be an under-addressed topic in current physical therapy education. An education workshop improved students’ beliefs about deception and attitudes toward to patient deception. Implications of deception research and theory in the applied practice of physical therapy are discussed.
      PubDate: Tue, 18 Dec 2018 13:34:57 PST
       
 
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