An Evaluation of Multiple Aspects of Asthmatic Functioning: Stress Responders Versus Stress Nonresponders.

The purpose of this study was to differentiate between asthmatics whose daily symptoms are related to daily stress level (stress responders) and those whose symptoms have no apparent relation to stress (stress nonresponders) and to indentify differences between the two groups. Using correlational procedures, 15 stress responders and 19 stress nonresponders were identified and compared along various dimensions. Multivariate analysis of variance (MANOVA) and covariance (MANCOVA) procedures revealed no significant differences between the two groups with respect to affective/emotional responding, clinical symptomatology, or cognitions about illness and asthma. In addition, regression models using the Asthma Symptom Checklist Panic-Fear subscale, a measure of depression, and a measure of anxiety were unable to successfully predict asthma symptom severity. Discriminant analyses also showed that these variables were unable to successfully differentiate between the two groups. These results call into question the validity of the responder/nonresponder distinction. There is a need however, for a more comprehensive assessment measuring physiological, psychophysiological, and other dimensions of responding before abandoning research on this distinction. This idea, along with other ideas for future research are discussed

Effect of two semesters of small group problem-based learning (PBL) on expectations of physician assistant students regarding self, others, and facilitator using the PBL Readiness Questionnaire

Purpose: The purpose of this study was to assess changes in expectations and perceptions among physician assistant (PA) program matriculants regarding small group problem-based learning (PBL) from the beginning to the end of the first didactic year. Some of the stress experienced by students entering health science professional programs using PBL may be due to lack of awareness of the goals and norms of PBL which differ from those of traditional lecture-based curricula. A change in student expectations as a result of participation in PBL would indicate that these goals and norms can be learned through participation. Methods: The authors developed the PBL Readiness Questionnaire, a 71-item 10-point Likert scale regarding student expectations of the PBL experience regarding self, others and the facilitator. Questionnaire items were developed using data from a student survey as well as literature on characteristics associated with successful performance in a PBL setting. The questionnaire was administered to 60 PA students at the beginning of the first year fall semester and again at the end of the first year spring semester. Results: Analysis revealed a significant change from pre to posttest on total score as well as on the subscales of Expectations of Self and Expectations of Facilitators. The subscale of Expectations of Others approached significance. Conclusions: The change in Expectations of Facilitator may reflect the different role of facilitator vs. lecturer. Facilitators challenge physician assistant students with questions rather than providing information. The change in Expectations of Self could indicate that physician assistant students do not have accurate expectations of their own role in this type of group setting, and the experience of participating in PBL may positively affect their expectations. An area for future study would be a psychometric analysis of the questionnaire items in order to refine the tool and ascertain the reliability and validity of items and subscales

Behavioral Assessment of Anxiety in Older Adults: Some Comments

The behavioral assessment of anxiety in older adults is reviewed in this article. Despite the high rate of anxiety symptoms uncovered during the course of large-scale epidemiological studies, the comprehensive evaluation of anxiety in this age group (55 and over) is not highly sophisticated at this juncture. In this review, diagnostic issues, psychometric evaluation, motoric assessment, and psychophysiological assessment are considered. Throughout the articles, gaps in the extant research are identified, and a research agenda for the future is developed

Assessing Knowledge Acquisition of Students: Impact of Introduction to the Health Professions Course

Purpose. Undergraduate students interested in health careers often possess limited knowledge regarding the scope ofpractice of various health professions, particularly in allied health. Because of this, students sometimes enter a course of study in a field that is not compatible with their career plans or abilities. To date, there has been limited research exploring strategies to assist students in gaining knowledge of health careers. The purpose of this study was to investigate effectiveness of an Introduction to the Health Professions course on students Methods. Sixty-one undergraduate students who enrolled in an Introduction to the Health Professions course over five years were administered a pre and post course questionnaire related to their knowledge of seven allied health professions, including allopathic, naturopathic, osteopathic, and chiropractic medicine; physician assistant; occupational therapy; and physical therapy. For four of these professions, information was presented by a professional from that discipline. Results. A repeated measures multivariate analysis of variance indicated an overall statistically significant increase in accuracy of information regarding professional domains from pre to post test. Univariate repeated measures of analyses for each profession revealed a significant increase in knowledge regarding four of the seven professions (allopathic medicine, naturopathic medicine, physician assistant, and occupational therapy). In the disciplines where a clinician from that discipline presented the information, three of the four demonstrated significant increase in knowledge. Conclusion. Offering an Introduction to the Health Professions course may be an effective strategy for increasing student knowledge of various professions, particularly when information is presented by a clinician from that discipline. These courses have the potential to assist students in making informed decisions regarding their career path

The Effects of a Single Event Interprofessional Education (IPE) Experience on Occupational Therapy Students

Purpose: The purpose of the study was to evaluate the impact of a single interprofessional education (IPE) seminar on student attitudes toward interprofessional education (IPE) at a small northeastern university that housed an entry-level Master in Occupational Therapy (MOT) program. Method: Investigators used the Readiness for Interprofessional Learning Scale (RIPLS) to determine attitudes of thirty-six MOT students after attending an interprofessional seminar.Results: Participant response rate of MOT students was 88.9% percent. The analysis of data revealed no significant differences between MOT student attitudes toward IPE pre and post IPE seminar. Conclusion: Several factors are discussed that may have contributed to the lack of statistical differences. Growing interest in IPE related to clinical care warrants explorations into various issues raised by this study regarding implications for health care professional education, training, and patient care