The Effect of Professional Development on Teacher Knowledge of Concussions and Classroom Support of Concussed Students

Concussions have received significant media attention in recent years. Although research has focused on the knowledge and perceptions of parents, athletes, and coaches regarding sports-related concussions, little attention has been given to discovering what teachers know about concussions and the correct concussion protocol for the classroom, even though concussions affect academic performance. The purpose of this applied study was to understand further the problem of deficiency in teacher knowledge of sports-related concussions, including symptoms, academic adjustments needed, and how to design appropriate professional development to address this problem. This study incorporated a mixed methods design to examine the effect of concussion education professional development on classroom teachers’ knowledge of concussions in general and the appropriate academic adjustments for students who have a sports-related concussion. The quantitative portion of the study included a pretest-posttest control group design. Secondary school teachers from an educational region in one southern state were invited to participate, and 33 completed the study. Through a customized website, all participants took a pretest, after which they were randomly assigned to either a control group (no professional development) or treatment group (professional development in the form of an online video and handout). Participants then took the posttest to determine whether the professional development had a statistically significant effect on concussion-related knowledge. For the qualitative portion of the study, individual interviews were conducted with eight of the participants after they watched a video about concussions. These interviews were used to determine the extent of perceived knowledge of symptoms and academic adjustments, and findings guided recommendations for a professional development plan that can be implemented in schools

Assessing expectations of Physician Assistant program applicants using the Problem-Based Learning Readiness Questionnaire: Effect of a 1-hour PBL experience

Purpose: Physician Assistant (PA) programs using problem-based learning (PBL) and other self-directed learning pedagogies must inform applicants of the nature of this type of curriculum. The purpose of this study is to determine if the author-composed PBL Readiness Questionnaire can detect changes in applicant expectations of self, others, and facilitators following a one-hour PBL experience. Method: Applicants to a Physician Assistant program took part in a one-hour PBL experience as part of their admissions interview process and 729 completed the PBL Readiness Questionnaire before and after the experience. Results: Analysis of variance showed a significant increase in pre versus post total score (p = .000). Multivariate analysis of variance of pre versus post subscale scores of expectations of self, others, and facilitators was also significant (p = 0.000). Conclusions: The PBL Readiness Questionnaire significantly changed applicant expectations of self, others, and facilitators in the direction consistent with PBL pedagogy. PA programs using problem-based learning and/or other self-directed learning pedagogies could use this scale to detect changes in applicant expectations following admissions processes. Future studies could determine effectiveness of scores in predicting student outcomes. Keywords: problem-based learning, admissions, small group learning, pedagogy, case based learnin

Problem-Based Learning as a Model for the Interior Design Classroom: Bridging the Skills Divide Between Academia and Practice

The addition of problem-based learning (PBL) pedagogy to studio-based learning (SBL) environments may help bridge the divide between traditional design education and initial postgraduate jobs. This paper demonstrates how one instructor adapted a PBL model to the interior design studio, including planning, execution, and evaluation. The relationship between PBL and SBL is explored. Two realistic design problems were created for use by interior design students who participated in PBL sessions. All of the groups adequately answered the client’s design programmatic needs. Students learned to perform as team members, including how to collaborate and compromise while working toward an effective design product. The evaluation process was the most challenging component for students. The skills fostered by PBL would be valuable in the workplace

Predicting PANCE Outcomes from First Year Evaluative Measures in a PBL Curriculum

Purpose: Previous research has explored various Physician Assistant (PA) student evaluative measures to see if they have predictive validity with regard to Physician Assistant National Certifying Exam (PANCE) scores. Recent literature has begun to evaluate how measures from the first year of didactic education might be helpful in identifying at-risk individuals early in the program. The purpose of this paper was to extend work in that area within a problem-based learning (PBL) curriculum. Method: Participants included 140 students from two consecutive PA classes. Data were imported regarding each student’s evaluative measures of multiple choice question (MCQ) examinations, patient management assessments (PMA), a form of modified essay question (MEQ) examination, and facilitator evaluation ratings (FERs) from the end of each of six curricular units that comprise the didactic year. Results: Correlational analyses revealed all MCQ and MEQ (PMA) scores correlated significantly with PANCE scores. Regression analyses revealed that scores from two specific MCQ unit exams and one specific MEQ unit exam produced a three-factor model that accounted for 57% of variance in PANCE scores. FERs, though significantly correlated with PANCE scores, did not add to the predictive power. Conclusions: Use of MCQ and MEQ scores from the first year of didactic training in PA programs can successfully predict PANCE scores and may therefore be helpful in identifying students who are at risk for poor PANCE performance on their first attempt. Having such information available can direct faculty to students who need extra help early in their educational programs to increase likelihood of their success. With the significant correlations between FERs and PANCE scores, it is clear that faculty who facilitate PBL are also able to identify students who might be at risk based on their interactions during PBL sessions and can also utilize this information to assist studen

Effect of Experience Facilitating Problem-Based Learning (PBL) on Physician Assistant Student Outcomes

Abstract Purpose: The impact of prior problem-based learning (PBL) facilitation experience (measured by length of time facilitating) on student learning and student outcomes is unclear. The purpose of this study was to evaluate relationships of facilitator experience in problem-based learning on student outcomes. This study utilized both modified essay questions (MEQ) in the form of patient management assessments and multiple choice question (MCQ) assessments to evaluate different aspects of student acquisition and application of knowledge. Method: This study examined scores from six multiple choice question examinations and six patient management assessments (PMA), one each from six 5-week units arranged by organ system administered to five cohorts of first-year physician assistant students in a hybrid problem-based learning program where 18 of 45 didactic credits are solely problem-based learning. Facilitation experience, measured in total number of prior units facilitated, was calculated for each facilitator and compared with student evaluative measures. Results: Pearson product moment correlations comparing facilitator experience and scores on the patient management assessments and multiple choice question tests showed no statistically significant correlations between facilitator experience and student outcomes. Univariate analysis of variance tests comparing whether faculty were full-time versus adjunct status and status as graduates of a problem-based learning program versus graduates of programs with other pedagogies with student outcomes showed no statistically significant differences. Conclusions: Neither experience of the facilitator, nor status as full-time versus adjunct, nor status as graduate of a problem-based learning program versus other pedagogy was related to student outcomes. Each facilitator in the study participated in training, observation, and weekly meetings, which may outweigh the effects of facilitator experience. Other factors in need of exploration related to student outcomes in future studies include individual intellectual ability, emotional stability, motivation, self-efficacy, and perseverance

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

Can Medicaid Reimbursement Help Give Female Condoms a Second Chance in the United States?

The female condom is the only other barrier contraception method besides the male condom, and it is the only "woman-initiated" device for prevention of sexually transmitted infections. Although studies demonstrate high acceptability and effectiveness for this device, overall use in the United States remains low. The female condom has been available through Medicaid in many states since 1994. We provide the first published summary of data on Medicaid reimbursement for the female condom. Our findings demonstrate low rates of claims for female condoms but high rates of reimbursement. In light of the 2009 approval of a new, cheaper female condom and the recent passage of comprehensive health care reform, we call for research examining how health care providers can best promote consumer use of Medicaid reimbursement to obtain this important infection-prevention device

The Drosophila Caspase DRONC Cleaves following Glutamate or Aspartate and Is Regulated by DIAP1, HID, and GRIM

The caspase family of cysteine proteases plays important roles in bringing about apoptotic cell death. All caspases studied to date cleave substrates COOH-terminal to an aspartate. Here we show that the Drosophila caspase DRONC cleaves COOH-terminal to glutamate as well as aspartate. DRONC autoprocesses itself following a glutamate residue, but processes a second caspase, drICE, following an aspartate. DRONC prefers tetrapeptide substrates in which aliphatic amino acids are present at the P2 position, and the P1 residue can be either aspartate or glutamate. Expression of a dominant negative form of DRONC blocks cell death induced by the Drosophila cell death activators reaper, hid, and grim, and DRONC overexpression in flies promotes cell death. Furthermore, the Drosophila cell death inhibitor DIAP1 inhibits DRONC activity in yeast, and DIAP1's ability to inhibit DRONC-dependent yeast cell death is suppressed by HID and GRIM. These observations suggest that DRONC acts to promote cell death. However, DRONC activity is not suppressed by the caspase inhibitor and cell death suppressor baculovirus p35. We discuss possible models for DRONC function as a cell death inhibitor