Exploring the Effect a Speaker Series has on Students Level of Multicultural Sensitivity and Cultural Competence Awareness

Purpose: The population of the United States continues to become more diverse each day, and this changing demographic impacts our healthcare system, demanding that healthcare providers begin to provide culturally competent services. In order to have culturally competent practitioners, it would be prudent to incorporate the concepts of cultural competence effectively into respective health professions curricula. The purpose of this study was to assess the effectiveness of a three-part, semester-long cultural competency speaker series on students’ level of multicultural sensitivity and their attitudes toward cultural competence and its effect on healthcare. Methods: A convenience sample of 118 athletic training and nutrition undergraduate students participated in this study through their attendance at three 90-minute lectures over the course of the fall 2012 semester. A pre/post questionnaire study design was utilized. Two valid and reliable surveys, the Multicultural Sensitivity Scale (MSS) and the Health Beliefs Attitudes Survey (HBAS) were adapted from the literature. The MSS was used to measure students’ level of multicultural sensitivity and the HBAS was used to assess their attitudes on how cultural competence affects health care quality. Each survey was completed by subjects prior to and at the conclusion of the speaker series. Results: There was a significant difference between the mean total score of the HBAS prior to and after the speaker series (t = 4.01;

Using Experiential Learning to Enhance Student Outcomes in a Didactic Program in Dietetics Foodservice Management Course

Purpose: The purpose of this study was to describe student perceptions of their learning following experiential learning (EL) activities in a foodservice management course. Nutrition and dietetics education programs have a range of competencies students must learn and demonstrate throughout their curriculum. Learning styles differ amongst students and research has demonstrated they prefer to engage in EL (direct experience) activities to develop their knowledge. Foodservice management is one area of the curriculum that teaches students the basic functions of management; planning, organizing, directing, controlling, and staffing related to food, materials, facilities, and human resources. While this can be taught didactically, engaging in EL for this content may be a more valuable form of pedagogy to improve student understanding and use of content. Methods: After undergoing review and gaining approval from the Institutional Review Board, 196 nutrition and dietetic students from a regional comprehensive institution with an accredited undergraduate didactic program in dietetics were invited to participate in two experiential learning activities. At the conclusion of the activities, students completed an 8-question survey of their experiences. Results: Over 88% of students agreed EL activities promote better understanding of course content and 90% of students were in agreement that EL activities create an environment conducive to applying theory. Additionally, over 81% of students agreed that the activities encouraged the utilization of critical thinking skills, and 76% believed the activities promoted the value of teamwork and working independently. Finally, students were asked to respond to how the EL activity helped them understand course content and objectives. Two predominate themes emerged in the review of the open-ended responses. The first, EL helped connect and reinforce didactic theory to the real world ultimately assisting students to better prepare themselves for their career. The second focused on learning styles and students’ appreciation for the non-traditional way of learning, outside the classroom, with hands-on application. Conclusions: The results of the study provide support for the use of EL activities in foodservice management courses in a dietetics program. Participation in EL activities helped students close the loop between theoretical and applied learning. EL helped the development and utilization of skills employers are seeking such as critical thinking, teamwork, and independence. EL allows students to be hands-on in their learning and engage in activities aligned with theory and content necessary to meet competencies for entry-level practice in the field. Future research should include other types of foodservice establishments where a registered dietitian nutritionist is employed to determine if those environments have a positive impact on student learning

Perceived Levels of Frustration During Clinical Situations in Athletic Training Students

CONTEXT: Athletic training students (ATSs) are involved in various situations during the clinical experience that may cause them to express levels of frustration. Understanding levels of frustration in ATSs is important because frustration can affect student learning, and the clinical experience is critical to their development as professionals. OBJECTIVE:  To explore perceived levels of frustration in ATSs during clinical situations and to determine if those perceptions differ based on sex. DESIGN:  Cross-sectional study with a survey instrument. SETTING:  A total of 14 of 19 professional, undergraduate athletic training programs accredited by the Commission on Accreditation of Athletic Training Education in Pennsylvania. PATIENTS OR OTHER PARTICIPANTS:  Of a possible 438 athletic training students, 318 (72.6%) completed the survey. MAIN OUTCOMES MEASURE(S):  The Athletic Training Student Frustration Inventory was developed and administered. The survey gathered demographic information and included 24 Likert-scale items centering on situations associated with the clinical experience. Descriptive statistics were computed on all items. The Mann-Whitney U was used to evaluate differences between male and female students. RESULTS:  A higher level of frustration was perceived during the following clinical situations: lack of respect by student-athletes and coaching staffs, the demands of the clinical experience, inability of ATSs to perform or remember skills, and ATSs not having the opportunity to apply their skills daily. Higher levels of frustration were perceived in female than male ATSs in several areas. CONCLUSIONS:  Understanding student frustration during clinical situations is important to better appreciate the clinical education experience. Low levels of this emotion are expected; however, when higher levels exist, learning can be affected. Whereas we cannot eliminate student frustrations, athletic training programs and preceptors need to be aware of this emotion in order to create an environment that is more conducive to learning

A Learner-Centered Technique and Clinical Reasoning, Reflection, and Case Presentation Attributes in Athletic Training Students

CONTEXT: Providing opportunities to develop clinical decision-making skills, including clinical reasoning, is an important aspect of clinical education. The learner-centered technique of summarizing the history and findings, narrowing the differential, analyzing the differential, probing the instructor about uncertainties, plan management, and selecting an issue for self-directed study (SNAPPS) is used in medicine to express clinical reasoning. OBJECTIVE: To investigate the effects of SNAPPS on the clinical reasoning, reflection, and 4 case presentation attributes (length, conciseness, case summary, and expression of clinical reasoning) in athletic training students. DESIGN: Randomized controlled clinical trial. SETTING: Three undergraduate programs accredited by the Commission on Accreditation of Athletic Training Education. PATIENTS OR OTHER PARTICIPANTS: We randomly assigned 38 athletic training students (17 men, 21 women; age = 21.53 ± 1.18 years, grade point average = 3.25 ± 0.31) who had completed at least 1 year of clinical education and all orthopaedic evaluation coursework to the SNAPPS group or the usual and customary group using a stratification scheme. INTERVENTION(S): The SNAPPS group completed four 45-minute clinical reasoning and case presentation learning modules led by an investigator to learn the SNAPPS technique, whereas the usual and customary group received no formal instruction. Both groups audio recorded all injury evaluations performed over a 2-week period. MAIN OUTCOME MEASURES: Participants completed the Diagnostic Thinking Inventory and Reflection in Learning Scale twice. Case presentations were analyzed for 4 attributes: length, conciseness, case summary, and expression of clinical reasoning. RESULTS: Case presentations were longer (t(18.806) = −5.862, P < .001) but were more concise (t(32) = 11.297, P < .001) for the SNAPPS group than for the usual and customary group. The SNAPPS group performed better on both the case summary subscale (t(32) = 2.857, P = .007) and the clinical reasoning subscale (t(25.773) = −14.162, P < .001) than the other group. We found a time effect for Diagnostic Thinking Inventory scores (F(1,34) = 6.230, P = .02) but observed no group effects (F(1,34) = 0.698, P = .41) or time-by-group interaction (F(1,34) = 1.050, P = .31). The Reflection in Learning Scale scores analysis revealed no group-by-time interaction (F(1,34) = 1.470, P = .23) and no group (F(1,34) = 3.751, P = .06) or time (F(1,34) = 0.835, P = .37) effects. CONCLUSIONS: The SNAPPS is an effective and feasible clinical education technique for case presentations. This learner-centered technique provides the opportunity for the expression of clinical reasoning skills

Community Engagement with Older Adults to Evaluate Interprofessional Education in Allied Healthcare Students

Purpose: To examine students’ perceptions of interprofessional education (IPE) as a result of their participation in a community engagement experience with older adults. Methods: Thirty-six students enrolled in the undergraduate majors of athletic training, exercise science, and nutrition participated in an 8-week fall prevention program in two community dwelling senior centers. A one-group pretest-posttest evaluation design was used to assess the IPE experience of the students. Students completed the University of the West England Interprofessional Questionnaire pre and post intervention. Results: Both pretest and posttest student self-assessments of communication and teamwork skills ranged from slightly positive to neutral (means from 2.0 to 2.6). Students reported a statistical change in attitude from neutral (M = 2.3, SD + 1.1) in the direction of slightly positive (M = 2.0, SD + 1.1) toward being able to become quickly involved in new teams/groups from pretest to posttest t (26) = 2.53, p = .018; d = 0.49. 95% of students strongly agreed or agreed that the experience enabled them to interact with an unfamiliar and unique population as well as increased their understanding of other allied healthcare disciplines as a result of participation. No individual items nor the summary score exhibited statistical improvements over time. Conclusion: Overall, the intervention was successful in describing the IPE positive experiences and attitudes of undergraduate allied healthcare students when working in a senior adult population

Students’ Knowledge and Attitudes: An Interprofessional Education Workshop and Experience

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