Manual laterality in hearing impaired and hearing children

Thesis (M.S.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at [email protected]. Thank you.This study was designed to investigate the differences in hand preference and skilled hand movement between hearing impaired and non-hearing impaired children. The subjects were 78 hearing impaired (44 males, 34 females) and 68 normal hearing children (24 males, 44 females). Hand preference was measured through performance of ten tasks requiring hand use. Skilled hand movement was measured by a timed peg displacement task. The preference scores were classified as right and non-right hand preference and the skilled movement task was analyzed for speed of displacement of pegs for preferred and non-preferred hands. The hearing impaired subjects were significantly different from the normal controls in frequency of right hand preference with normal controls showing more frequent right handedness. The degree of deafness was not a significant factor in frequency of right preference in the hearing impaired group. On the peg displacement task, hand was significant, both the hearing impaired and normal control subjects were significantly faster with their right hands. Group approached significance. The unexpected result was that children with the greater degree of hearing loss performed better than those with less hearing impairment.2031-01-0

Geriatric Assessment in a Primary Care Environment: A Standardized Patient Case Activity for Interprofessional Students

Introduction: Given the aging population and the benefits of comprehensive geriatric assessment to this subset of patients, an interprofessional education training approach may be advantageous for learners from a number of different health professions. Methods: Through intercollegiate collaborations involving seven different colleges, an interprofessional simulation using standardized patients was developed and instituted for learners in medicine, nursing, pharmacy, occupational therapy, physical therapy, dental hygiene, and dietitian programs. Herein, we describe the design of the simulation experience and examine its impact on students, as assessed primarily via written reflective comments provided via exit slips at the conclusion of the activity. Results: Of the 340 student participants, 83% submitted exit slips describing something gained from the interprofessional session that would not have occurred if students had completed the activity with only students from their own discipline. Three key themes were identified from these reflections: new understanding of roles and responsibilities of other disciplines, new knowledge or skills pertaining to geriatric assessments, and the value of teamwork. Discussion: Reflective comments from students regarding the interprofessional experience are evidence of this initiative\u27s benefits, which include increasing knowledge of geriatric medical and allied health-provided care and attainment of interprofessional competencies

Stroke Simulation Activity: A Standardized Patient Case for Interprofessional Student Learning

Introduction: Integration of interprofessional education (IPE) activities into health professions curricula aims to promote collaborative practice with a goal of improving patient care. Methods: Through intercollegiate collaborations involving four different educational organizations and an academic health center, an interprofessional stroke simulation involving standardized patients was developed and instituted for IPE-naive student learners from medicine, nursing, physician assistant, occupational therapy, and physical therapy programs with additional involvement from pharmacy and social work learners. Herein, we describe the design of the IPE simulation and examine its impact on students\u27 interprofessional development as assessed by students\u27 completion of a validated IPE competency self-assessment tool and written reflective comments after the simulation. Results: Self-assessed interprofessional interaction and values domains were evaluated before and after the activity using the shortened 16-question Interprofessional Education Collaborative Competency Self-Assessment tool; data revealed significant changes in both the values and interaction domains of the tool from pre- to postsimulation experience (p \u3c .0001). The qualitative student reflections revealed new student realizations around the concepts of collaboration, leadership, roles of different professions, and the importance of communication after participating in the simulation. Discussion: Quantitative data coupled with qualitative reflections from learners support the effectiveness of this activity for facilitating development of interprofessional competencies among health professions students

Geriatric Assessment in a Primary Care Environment: A Standardized Patient Case Activity for Interprofessional Students

Introduction: Given the aging population and the benefits of comprehensive geriatric assessment to this subset of patients, an interprofessional education training approach may be advantageous for learners from a number of different health professions. Methods: Through intercollegiate collaborations involving seven different colleges, an interprofessional simulation using standardized patients was developed and instituted for learners in medicine, nursing, pharmacy, occupational therapy, physical therapy, dental hygiene, and dietitian programs. Herein, we describe the design of the simulation experience and examine its impact on students, as assessed primarily via written reflective comments provided via exit slips at the conclusion of the activity. Results: Of the 340 student participants, 83% submitted exit slips describing something gained from the interprofessional session that would not have occurred if students had completed the activity with only students from their own discipline. Three key themes were identified from these reflections: new understanding of roles and responsibilities of other disciplines, new knowledge or skills pertaining to geriatric assessments, and the value of teamwork. Discussion: Reflective comments from students regarding the interprofessional experience are evidence of this initiative\u27s benefits, which include increasing knowledge of geriatric medical and allied health-provided care and attainment of interprofessional competencies