Part 1: Preparing Entry-Level Occupational Therapy and Physical Therapy Students to Promote Health and Wellbeing with Individuals with Disabilities

To address accreditation standards for health and wellbeing within entry-level occupational therapy (OT) and physical therapy (PT) programs, the OT, PT, and Human Studies Departments at the University of Alabama at Birmingham (UAB) collaborated with community partners to conduct an interdisciplinary service learning activity based on the I Can Do It, You Can Do It Program (ICDI). This program is a structured community health program where individuals without disabilities are partnered with individuals with disabilities to enhance physical activity, healthy eating, and community participation. The purpose of this paper is to describe a formative evaluation of ICDI at UAB, and to discuss revisions to the program made as a result of the evaluation. Faculty used a qualitative design to collect feedback on perceived benefits and challenges of the program. Focus groups were conducted with students who completed the program, and key informant interviews were conducted with site coordinators from each of the three partnering community sites. Two themes emerged from student focus groups: (1) Program benefits, with sub-themes of hands-on application and interaction, and (2) Challenges with suggestions for change, with sub-themes of preparation, communication, and expectations. Four themes emerged from key informant interviews: (1) Students, (2) Logistics, (3) Program benefits, and (4) Transference. Results of this evaluation led to a number of revisions for the 2016 cohort. Future evaluations will include objective measures of change in student knowledge over time, as well as health and behavioral outcomes of community members who participated in the ICDI program at UAB

Evaluation of an oral vaccination program to control raccoon rabies in a suburbanized landscape

We evaluated the efficacy of an oral rabies vaccination (ORV) program conducted in Erie County, New York, from July through September, 2002–2005. Ingress of the raccoon (Procyon lotor) rabies variant first occurred along the southern border of Erie County, New York, during 1992 and began to spread northward at a velocity of 31 km/year. Fixed-wing aircraft dropped ORV baits in rural landscapes; helicopters, hand baiting, and bait stations distributed baits in suburban landscapes (&#;x bait densities ranged 59–118 baits/km2). Our study objectives were to quantify rabies case densities, evaluate efficacy of intervention efforts, and determine biological, census, geographical, and weather variables potentially affecting oralrabies vaccination of raccoons in Erie County. Overall, 16% and 9% of the raccoons in Erie County tested positive for virus-neutralizing antibodies (VNA) at the 0.125 and 0.5 international units (IU)/ml levels, respectively. We found no differences between baiting strategies and frequencies of antibody-positive raccoons. However, adult males generally consumed baits most often, and the probability of seropositivity increased with raccoon age. Seroprevalence of VNA differed among raccoon sex and age classes, and vaccination year. A post-hoc kernel density estimation of rabies-positive raccoons and skunks (Mephitis mephitis) from 1992– 2006 (n = 364) revealed clustering in northeastern Erie County. Our results should help ORV managers maximize limited resources

Cross-validation of a Team-Based Learning Student Perception Scale in the United States

Entry-level DPT students, who were enrolled in either one of two 3-credit patient/client management courses (i.e., Basic Skills and Cardiopulmonary) over two academic years (2012 and 2013), participated in this study. Of the 132 students in these courses, 115 completed the questionnaire (87% response rate). There were 85 first-year students from the Basic Skills course (43 first year students in 2012 and 42 in 2013) and 30 second-year students from the Cardiopulmonary course (2012). All participants experienced TBL for the first time in their DPT curriculum. The Student Perceptions of TBL scale is a 15-item instrument with two subscales: “preference for TBL” (8 items) and “preference for teamwork” (7 items). Each item was rated on a 5-point Likert-type scale: strongly disagree = -2, disagree = -1, neutral = 0, agree = 1, and strongly agree = 2, with a higher positive score indicating a more favourable perception toward TBL and teamwork