Rapid-fire Oral Platform Presentations
7th Annual Faculty & Student Scholarship Symposium
Event Schedule
Using Program Assessment For Curricular Revision And To Reduce Student Load
Additional Authors : Jonathan Wright, PT, DPT, PhD; Rhodri Purcell, PT, EdD; Crystal Miskin, PT, DPT; Dana Tischler, PT, DPT, PhD
Abstract: Background/Purpose- The original curriculum of the DPT program was designed to be an accelerated program with emphasis in Evidence-based practice and reliance on clinical education. After 10 years, faculty noted recurring themes for improvement in the curriculum. Description of Session Key Points- Curricular changes included the following themes: 1. Integrated curriculum rather than stand alone courses in EBP and imaging content, 2. Content threading of documentation and professionalism, 3. Moving online courses out of the terminal clinical internships, 4. Changing from 15-week to 12-week internships, and 5. Reducing the overall student workload of organizing and finding content to focus on learning content. These decisions were based on feedback from students, clinical instructors, faculty observations, and standard program assessment measures. Outcomes were gathered to assess the effectiveness of the curricular changes. These included National PT Examination (NPTE) scores, Clinical Performance Instrument (CPI) ratings, Course assessments, exit surveys, post-graduate surveys, critical incidents from clinical internships, and student referrals to the Student Progression Committee. Clinical instructor feedback from surveys and mid-clinical site visits provided insight into the curricular changes on student clinical performance. Additionally, the program monitored the estimated total workload of the students through surveys. Conclusions- Curricular changes resulted in similar student outcomes. Feedback from the student surveys, and from the CIs demonstrate a positive perception. Clinical partners are pleased with changes and clinical performance measures show improvements. Professionalism concerns decreased. Student workload showed no change to small improvement. The DPT program’s curricular changes have resulted in lower student workload with either increased student performance or no decreases in performance, and increased positive perception by faculty, students and clinical partners.
Joel Tenbrink, PT, PhD, ATC,
Rocky Mountain University of Health Professions
2:40 PM-2:50 PM
Preparing Preceptors to Facilitate Immersive Clinical Experiences: Perceptions of Preceptors and Clinical Coordinators
Abstract: Background/Introduction: The Commission on Accreditation of Athletic Training Education (CAATE) recently redefined the clinical education standard to include an immersive clinical experience (ICE). Although most clinical preceptors can facilitate ICEs, Clinical education coordinators (CECs) are responsible for effectively preparing preceptors to teach and evaluate students in an ICE. Many preceptors have expressed being underprepared to facilitate student development, and CECs are still seeking clarification on how to support their preceptors’ efforts. Purpose: To examine preceptors’ and CEs’ perceptions of preparing preceptors to facilitate immersive clinical experiences for athletic training programs. Design/Methods: This study used a qualitative phenomenological approach with in-person interviews and a focus group. Participants included 2 CECs and 3 preceptors representing a single athletic training program. The researcher used semi-structured interview guides to conduct interviews, which were recorded and transcribed verbatim. They also analyzed 2 program-specific documents. The researcher analyzed all data using inductive coding. Trustworthiness was established using data triangulation and member checking. Results/Outcomes: Two themes and several supporting categories emerged from the data, including (1) roles and responsibilities and (2) resources. Participants emphasized the importance of understanding the CEC and preceptor roles. The preceptor is responsible for educating and empowering students, while the CEC primarily recruits and provides ongoing support for preceptors. CECs can prepare preceptors to facilitate ICEs by providing them with resources, including preceptor training(s), access to technology, and encouraging professional relationships. Discussion/Conclusions: CECs and preceptors must collaborate to facilitate high-quality ICEs for athletic training students. Preceptor training prepares preceptors for their roles and responsibilities. CECs and preceptors must communicate regularly and work to identify resources to best support preceptors in their roles.
Senecca Stromberg, MS, LAT, PhD in Health Sciences Candidate 2025,
Rocky Mountain University of Health Professions
2:50 PM-3:00 PM
Athletic Training Students’ Self-Confidence Performing Rectal Thermometry After Simulated Encounters
Abstract: Background: Athletic training programs must prepare students to perform rectal thermometry to recognize exertional heat stroke (EHS).1 Many certified athletic trainers acting as preceptors are not using rectal thermometry, thus limiting authentic practice opportunities for students. 2-6 Therefore, the purpose of this study was to explore the effect of simulated EHS encounters on athletic training students’ self-confidence when performing rectal thermometry. Methods: This study used a sequential explanatory mixed methods design. Thirty-nine first-year athletic training students ages 21-42 (23.81‚±4.31yr) completed the study. Participants received a 50-minute standardized EHS lesson followed by an anonymous pre-intervention Athletic Trainers’ Self-Confidence Scale (ATSCS). The ATSCS is a 9-item Likert scale questionnaire assessing self-confidence with recognizing and managing EHS.8 Next, participants completed a simulated EHS encounter with a high-fidelity simulation manikin (HFSM) (n=19) or a standardized patient (SP) (n=20). The post-intervention ATSCS was issued after their simulation encounter with an invitation to volunteer for a qualitative interview. The phenomenological theory was used to explore the phenomenon of self-confidence. Eight participants per group (n=16) completed an interview. Results: A Repeated Measures ANOVA revealed a statistically significant improvement from participants’ pre-intervention to the post-intervention ATSCS score regardless of group assignment (F(1,35=19.05, p=.000). We identified three major themes as sources of athletic training students’ self-confidence. Participants shared that receiving feedback on past performance helped build their self-confidence. Many shared that they could perform the steps of rectal thermometry well after practicing in a realistic scenario. Both groups also felt more confident in performing rectal thermometry after their simulation encounter. Conclusions: A simulated EHS encounter with either an SP or a HFSM was effective for improving students’ self-confidence. Therefore, athletic training programs should add either an SP or HFSM encounter after practicing with a task trainer to confidently prepare students.
Hannah L. Stedge, PhD, LAT, ATC,
Rocky Mountain University of Health Professions,
Weber State University
3:00 PM-3:10 PM
Establishing an Internal Continuing Education Program at a Hospital-Based Sports Medicine Rehabilitation Clinic
Abstract: Background and purpose: Continuing education is an important aspect of the physical therapy profession because of the well-recognized benefits of current medical knowledge and the promotion of lifelong learning. Continuing education is often a requirement to maintain employment in addition to maintaining licensure. However, the responsibility to achieve the required continuing education credits often falls at least in part to the employee. This report describes how URMC Sports and Spine Rehabilitation provides approved CEUs for physical therapists through an internal education program. Description: The URMC Sports and Spine Rehabilitation Education Program is designed around monthly education sessions, three half-day symposia, and other educational opportunities. The monthly sessions are known as “Sports Rounds” and occur for two hours on the first Friday of every month. Sports Rounds are presented by rehabilitation staff as well as physicians and other healthcare professionals employed by URMC. Six of the monthly sessions are the core content of the curriculum and organized by body region. The remaining monthly sessions consist of presentations by the department’s sports and orthopedic rehabilitation residents that include basic science topics, intervention studies, sports-specific topics, manual therapy topics, and a case report. The symposia content is theme based and typically organized as an upper extremity, lower extremity, and spine course. The curriculum is also supplemented by traditional external continuing education courses held 1-2 times a year and journal clubs to allow for interprofessional education among the rehabilitation staff and the Sports Medicine department’s physicians and mid-levels. All content is focused around the goal of providing evidence based orthopaedic and sports medicine rehabilitation education. Summary of use: The URMC Sports and Spine Rehabilitation Education Program allows for the continuing education requirements for the department to be met for all staff with minimal cost to administration. In New York State a minimum of 36 contact hours in three years is required to maintain licensure. This education program generates 40-50 contact hours per year. The education program also allows staff the opportunity to improve their teaching and presenting skills by presenting at Sports Rounds and Symposia. This positively impacts the staff as professionals as they can list the presentations as professional activities, and it positively impacts the program as the staff learns from knowledgeable colleagues.
Geena Brady, PT, DPT, OCS, PhD in Health Sciences Candidate 2025,
University of Rochester Medical Center
3:10 PM-3:20 PM
Student Traineeships and Academic Practice Partnerships
Additional Authors: Megan O’Neil DNP, APRN
Abstract: RMUoHP Department of Nursing will increase the number of nurse practitioners (NPs) trained to serve rural, urban, and tribal underserved populations by offering paid traineeships in the areas where students have a preceptor and clinical site. RMU nursing student body demographics are nationwide; our students reside in various rural, urban, and underserved communities. These students have clinical sites and preceptors in the areas where they live, and most plan to remain in these environments after graduation, thereby increasing the diversity of the nursing workforce to address better the needs of the populations they serve. RMUoHP Nursing will build/expand academic-practice partnerships to create experiential learning opportunities that prepare trainees to efficiently address health equity and Social Determinants of Health (SDOH) for rural, urban, and tribal underserved populations through evidence-based tools to measure health disparities. RMU Nursing has developed affiliation agreements in several states which meet this goal. Further development of these sites by offering a paid traineeship to NP students will increase access to the type of healthcare that patients with SDOH receive and provide NP students the opportunity to learn and deliver culturally competent care. SDOH contribute to health disparities and inequalities and significantly impact health, well-being, and quality of life. Access to healthcare is a critical issue for SDOH. Lack of preventative healthcare or restricted access to healthcare exacerbates health disparities and adverse health outcomes. Various factors, including lack of transportation, scarcity of resources, or lack of insurance, can cause limited access to healthcare. By establishing collaborative partnerships in the communities where our students live, the RMUoHP nursing students will bring needed primary care and mental health services to patients with SDOH. As additional sites and partnerships are developed, there will be an emphasis on health disparities and preceptors with experience caring for these populations. As the student is receiving clinical placement and preceptorship in the community where they reside, the opportunity to become employed and increase the APRN workforce is enhanced. This is a benefit to the student (academic) and the partner, thereby providing a reciprocal relationship.
Katherine Wolf, MS-SLP Candidate 2022,
Rocky Mountain University of Health Professions
Giving Individuals with Brain Injuries a Voice: A Perspective Study
Abstract: Background: Individuals with cognitive and physical deficits following a brain injury have difficulty participating in daily life and report lower satisfaction with life. Current literature acknowledges the negative impact of brain injury on quality of life. However, there is surprisingly little qualitative research on the quality of life after a brain injury and what barriers individuals face that inhibit participation in daily life. Purpose/Hypothesis/Aim: This study’s purpose was to better understand the perspectives of individuals with a brain injury and their perceived barriers when participating in daily life. Design/Methods: A phenomenological approach was used to focus on the experiences of the individuals themselves. Data collection included: 2 one-on-one interviews with individuals who sustained a brain jury, one focus group of 3 healthcare professionals, 2 de-identified document analyses, and a one-hour field observation. In vivo coding was used, and the results were thematized and peer-reviewed for accuracy. Results/Outcomes: The study results demonstrated there are several life changes individuals face after a brain injury, including loss of focus and independence when completing daily activities along with physical, mental, and speech related barriers that inhibit successful participation in activities they find meaningful. Healthcare professionals expressed concerns about a lack of skilled therapy services for individuals with brain injuries and the difficulties with treating a non-tangible, invisible injury that is hard to physically see. Discussion/Conclusions: These findings provide interesting information on adjusting to a new life and alternate level of independence following a brain injury. Participants’ engagement in meaningful activities is limited and future research is needed to explore strategies to increase quality of life. Healthcare professionals detailed how brain injury awareness and advocacy are challenges, along with the availability of healthcare professionals specializing in brain injury. Future research that takes a deeper dive into the lived experiences after a brain injury will continue to increase awareness.
Natalie King, OTR/L, CBIS, NBC-HWC, PhD in Health Sciences Candidate 2025,
Rocky Mountain University of Health Professions
2:40 PM-2:50 PM
Barriers to Management of Type 2 Diabetes in Rural Veterans as Perceived by Registered Dietitians
Abstract: Background: Type 2 Diabetes Mellitus (T2DM) affects approximately 1 out of every 10 Americans and can lead to several health issues, including kidney disease, neuropathy, retinopathy, and limb loss from poor healing. Together, the financial impact of T2DM and associated medical issues costs approximately $105 billion annually. Several populations are disproportionately affected by T2DM, including rural populations and military veterans. People living in rural areas are found to experience T2DM at a 17% higher rate than urban populations, and veterans are 2.5 times more likely to have T2DM than the general population. Several interventions to treat T2DM exist, such as pharmacotherapy, exercise, and nutrition education. However, T2DM still remains a problem due to several environmental, social, and cognitive barriers. Additionally, there appears to be very little literature exploring the barriers specific to veterans living in rural populations as perceived by medical providers, as they represent a unique and challenging population to treat. Purpose: The purpose of this study is to explore the perceived barriers to behavior change in veterans with T2DM as identified by Registered Dietitians. Methods: Utilizing a descriptive phenomenological approach, Registered Dietitians were interviewed to identify what they perceive to be the barriers preventing rural veterans from better managing their T2DM. Two semi-structured interviews, one focus group of four people, and observations and artifacts were analyzed to identify perceived barriers. Transcripts and other data were coded and analyzed to identify common themes. Results: Four major barriers were identified from the data and included environmental, social, personal, and medical barriers. Subthemes centered around limited access to services, impact of social circles, inadequate knowledge and motivation, and medical issues impacting care. Discussion: The information gathered from this study will assist in identifying differences in perceived barriers by both Registered Dietitians and rural veterans. Doing so will allow for reconciliation and development of effective interventions for rural veterans with T2DM.
Jameson Tade, MS, RD, CSSD, CSCS, PhD in Health Sciences Candidate 2025,
Rocky Mountain University of Health Professions
2:50 PM-3:00 PM
Utility of Dermoscopy Training in Improving Diagnostic Accuracy of Skin Lesions Amongst Physician Assistants
Additional Authors : David L. Swanson MD, Julio C. Sartori-Valinotti MD, Danielle J. O’Laughlin PA-C, Van Pham DNP APRN FNP-C, Christopher L. Boswell MD
Abstract: Introduction: Patients often first present to their primary care provider for skin lesion concerns, and dermoscopy is a tool that enhances diagnostic acumen of both malignant and benign skin lesions. Physician Assistants (PAs) frequently serve as primary care and dermatology providers, but to our knowledge, no current research on dermoscopy expertise with PAs exists. We hypothesize that PA students could be taught dermoscopy based on the triage amalgamated triage algorithm (TADA) to increase their diagnostic skill, as previously shown with medical students. Methods Dermoscopy was taught to first year PA students at all five PA Programs in the state of Minnesota. The training was 50 minutes in length and focused the fundamentals of the TADA method. PA students participated in a pre- and post-training test, consisting of 30 dermoscopic images. Results: A total of 139/149 (93%) PA students completed both the pre- and post-training test. Overall, mean scores for all students increased significantly (P =0.0007) after dermoscopy training was given (18.5 ± 7.1 vs. 23.8 ± 6.7). Conclusion: Our study demonstrates that after TADA training, PA students improved their ability to assess dermoscopy images of both skin cancer and benign lesions accurately, suggesting that PAs can be trained as novice dermoscopists and provide better dermatologic care to patients. We strongly encourage integration of dermoscopy into didactic education across PA programs. Implementing a dermoscopy curriculum in established PA Programs will enable future PAs to provide better clinical care when evaluating skin lesions.
Hayden T. Middleton, PA-C, DMSc Candidate 2023,
Rocky Mountain University of Health Professions
3:00 PM-3:10 PM
Effect of the VAULT protocol on expressive noun acquisition in African American Late Talkers
Abstract: Objective: The aim of this investigation was to determine the effectiveness of vocabulary intervention with late talking children who speak African American English (AAE). The investigation examined the use of Vocabulary Acquisition and Usage for Late Talkers (VAULT) protocol on the acquisition of expressive nouns in African American children ages 2-3 years old with late language emergence. Method: This investigation utilized a single-subject A-B experimental design with three participants. All treatment sessions took place in a private clinic therapy room that consisted of 30-minute sessions twice a week. The dependent variable was the number of target words produced during a 30-minute play session. The independent variable was the VAULT protocol with 3 target words/90 doses per minute using naturalistic play routines. Results: Participants 1 and 2 demonstrated a positive change in expressive language skills upon introduction of the intervention. Participant 3 did not show a meaningful change in language acquisition. Conclusion: The VAULT protocol may be an effective treatment to improve the expressive language skills of African American late talkers. There was a positive trend of patient performance during the intervention phase of the VAULT protocol for two of the three participants, supporting the initial claim that African American toddlers with late-language emergence acquire nouns using the VAULT protocol.
Janita Gilliam, SLPD Candidate 2023,
Rocky Mountain University of Health Professions
3:10 PM-3:20 PM
Cardiovascular Exercise and Student Success
Additional Authors: Amy Stoakes MS- Program Director, Physical Fitness, Kinesiology, Wellness and Massage, Lansing Community College; Marianne Croze MSA, CPT- Associate Dean, Health and Human Services Division, Lansing Community College; Jennifer Hilker MS, NSCA, CSCS, NASM CPT- Kinesiology Professor, Lansing Community College; Karen Hicks PhD, Director of Assessment, Center for Data Science, Lansing Community College; Tiller Landict MA, ACSM-EP- Health and Human Services Division Assessment Coordinator, Lansing Community College
Abstract: Purpose: The purpose of this study is to explore the effects of cardiovascular exercise on academic performance. Subjects: Since its inception in May 2017, this longitudinal study has captured data from over 13,800 college students. Methods: Students complete at least 20 minutes of cardiovascular exercise before taking an academic assessment. Students then complete a survey via google forms gathering information on their program of study, mode, duration, and intensity of exercise, and self-reported test scores. Data Analysis: measurements of central tendency Results: Most students (55%) chose to walk for their cardiovascular exercise, did so for about 30 minutes (48%), at a somewhat hard intensity (51%) and about 0-30 minutes before an assessment. (54%). The majority of students (82%) perceived that exercising before taking the exam was beneficial, and added that exercise helped them to focus, think more clearly, balance their emotions, and increase their test scores. Additionally, 84% of MATH119 and MATH120 students reported exercise was beneficial and 5% reported it helped them move from not passing (<70% average in the course) to passing (>70% average in the course). Conclusion: Exercise before an exam is a pedagogical tool that can be used to improve academic performance among college students.
Courtney Geisel, MS, LAT, ATC, PhD in Health Sciences Candidate 2025,
Rocky Mountain University of Health Professions