Transforming Physical Therapy Education Through the Use of Social Network Analysis

PURPOSE Social Network Analysis (SNA) is a quantitative method to study the patterning and effect of relationships and how individual connections form into social structures that influence outcomes of the group. The purpose of this study is to explain the underpinnings of SNA and its application to PT education for student success and faculty development. This study is innovative and will be beneficial to the profession because there is currently no published literature exploring how PT education is influenced by social structures. METHODS/DESCRIPTION The aims of this study are to describe SNA and outline its potential to transform PT education. A literature search to identify studies that provide a theoretical framework and uses of SNA was performed using the following databases: CINAHL, Academic Search Complete, MEDLINE, Scopus and ProQuest. Studies in education, organizational management, and sociology were reviewed. RESULTS/OUTCOMES Only recently has SNA been identified as relevant in medical education despite wide use in the business and military sectors. Social Network Analysis focuses on relational data that explores 1) influences of direct and indirect ties, 2) structures and composition for enhancing or constraining information spread, and 3) impact of one’s position in the network. There is evidence network size is just as important as the depth and breadth of experiences each member-connection brings. Given that education and teaching are social in nature, opportunities for the use of SNA in PT education are abundant. It could shed light on the relationships between students, faculty and even entities on social media platforms. Early network analysis of a PT cohort could transform the PT educational experience through early identification to remediate students with ineffective networks for collaboration, information sharing and support. Another application includes measuring the flow of information and noting which students are brokering information that aids in maximizing the collaborations for team-based care. An effective network could also positively impact PT faculty and may reduce tension between the requirements of teaching, scholarly activity and service for progress toward goals of promotion and tenure. Network collaboration was shown by medicine faculty to provide vital knowledge and maximizing scholarly activity. Exploring aspects of PT faculty professional networks could lead to valuable information to balance the composition of network members’ expertise and leverage connections. CONCLUSIONS/RELEVANCE The value of SNA includes the ability to quantify relationships between people and explore how connections emerge as an asset or constraint. Adding measurement of relational factors to individual information could significantly increase the evidence to guide our understanding of actions for PT students and faculty success. Currently, SNA has not been reported in PT education literature but is a methodology that will produce substantial insights to transforming PT education. FUNDING SOURCE Funding provided by the College of Allied Health Professions, University of Nebraska Medical Center and Education Section of the American Physical Therapy Associatio

Click Here! E-Learning Modules for Innovative Instruction and Learning

Purpose: Re-designing all or portions of a course with a fresh perspective can re-energize faculty and make the content more engaging for the learner. Teaching the millennial generation is also prompting faculty to revisit educational strategies. The use of electronic learning platforms, such as eLearning modules, is an innovative learning strategy with several reported benefits including flexibility and convenience for usage, ability for learners to study at their own pace and adaptability to different learning styles. Using technology that is free or already available to faculty, even the novice designer can begin development of these useful study tools. The key to effective eLearning modules is in their design, implementation and subsequent evaluation for effectiveness. Methods and/or Description of Project: Learn from the practical experience of early adopters who will review the evidence supporting this type of delivery, the decision making process utilized to identify appropriate content areas, and provide a step-by-step template of how module development goes from a sketch and brainstormed idea to a tangible product with input from students, clinical instructors and an interprofessional peer faculty team. In addition, ideas for evaluating effectiveness will be shared based on the Pillars of Learning Effectiveness. Several exemplars of E-learning modules will be demonstrated on selected topics such as cardiopulmonary evaluation, range of motion assessment, bariatric equipment overview, and clinical education faculty development. Results/Outcomes: Use of e-learning modules has been implemented in several classes throughout the curriculum on a variety of educational topics including cardiopulmonary evaluation, range of motion examination, and overview of bariatric equipment. A module is also being developed for clinical education faculty regarding methods for providing meaningful student feedback during clinical education experiences. The preliminary data supports that learning outcomes have been achieved with high student usage and satisfaction, an improved first time lab practical pass rate with less faculty time needed for student remediation, and overall faculty satisfaction with the implementation of e-learning modules. Conclusions/Relevance to the conference theme: The Pursuit of Excellence in Physical Therapy Education: In the pursuit of excellence in physical therapy education, instructors are always looking for innovative, evidence-based instructional methods to enhance student learning and meet the needs of the millennial student. E-Learning modules utilizing interactive technology have been shown to be an effective method for improving student performance in the classroom and the clinic and overall are well received by students. These study aides are individualized, flexible, available any time on any device, align directly to learning objectives and assessment, and provide immediate feedback to facilitate student learning. This supports the APTA Education Section’s strategic plan of supporting the educator role with “evidence based teaching and learning principles, methods and strategies.

CX3CR1-deficient microglia shows impaired signalling of the transcription factor NRF2: Implications in tauopathies

TAU protein aggregation is the main characteristic of neurodegenerative diseases known as tauopathies. Low-grade chronic inflammation is also another hallmark that indicates crosstalk between damaged neurons and glial cells. Previously, we have demonstrated that neurons overexpressing TAU P301L release CX3CL1, which activates the transcription factor NRF2 signalling to limit over-activation in microglial cells in vitro and in vivo. However, the connection between CX3CL1/CX3CR1 and NRF2 system and its functional implications in microglia are poorly described. We evaluated CX3CR1/NRF2 axis in the context of tauopathies and its implication in neuroinflammation. Regarding the molecular mechanisms that connect CX3CL1/CX3CR1 and NRF2 systems, we observed that in primary microglia from Cx3cr1 -/- mice the mRNA levels of Nrf2 and its related genes were significantly decreased, establishing a direct linking between both systems. To determine functional relevance of CX3CR1, migration and phagocytosis assays were evaluated. CX3CR1-deficient microglia showed impaired cell migration and deficiency of phagocytosis, as previously described for NRF2-deficient microglia, reinforcing the idea of the relevance of the CX3CL1/CX3CR1 axis in these events. The importance of these findings was evident in a tauopathy mouse model where the effects of sulforaphane (SFN), an NRF2 inducer, were examined on neuroinflammation in Cx3cr1 +/+ and Cx3cr1 -/- mice. Interestingly, the treatment with SFN was able to modulate astrogliosis but failed to reduce microgliosis in Cx3cr1 -/- mice. These findings suggest an essential role of the CX3CR1/NRF2 axis in microglial function and in tauopathies. Therefore, polymorphisms with loss of function in CX3CR1 or NRF2 have to be taken into account for the development of therapeutic strategiesThis work was supported by a Spanish Ministry of Economy and Competitiveness (Grants refs. SAF2016-76520-R

Developing Interactive Curricular Elements with Teams of Faculty, Staff and Students

Students are continually searching for new resources to augment their learning. Online resources have become highly favored, especially by the millennial age group, for convenience, self-paced content, and versatility across learning styles. It has been reported that e-learning platforms are as effective as traditional face-to-face instruction, but may be best utilized when used as an adjunctive resource for teaching psychomotor skills.1,2 In a study about student confidence, results showed an increase in self-efficacy following the use of online learning materials.3 Blended learning, the next generation of web-based education, mixes advances in technology with creative faculty to fuse effective delivery methods that promote student engagement and learning. Re-designing all or portions of a course with a fresh prospective can re-energize faculty and render content more engaging for the learner but development can be hampered by limited time and resources. Our academic health science center launched a strategic initiative in 2013 for interprofessional student and faculty teams to build interactive e-learning modules. This presentation will focus on the significant role of medical and allied health science students in the development of interactive curricular elements, which can save faculty time and resources while enhancing student learning. Through this program, a large interprofessional network of collaborators with varying skill sets was created. The network includes nearly 100 students and faculty members from medical and allied health professions that have created over 50 e-learning projects. The greatest benefits of engaging student-faculty teams as e-learning developers have been the trust and cohesion, resource sharing and brokering of information consistent with the social capital theory. In addition, the high quality of e-modules resulting from the creative use of media-rich content in student designs increased peer engagement. With students as e-learning collaborators, faculty as content experts, and instructional design expertise we increased the production of curricular-based e-learning modules within a budget-friendly model while reducing faculty time required for development. More importantly, many additional modules have been created by teams outside of the formal institutional mechanism, suggesting the widespread adoption of this teaching modality in an expanding network. Regardless of educational trends, faculty who implement a novel learning tool should be aware of the learner’s cognitive load, or working memory, which has a limited capacity. Each module is evaluated using a checklist to examine accessibility and educational design. There are content development strategies using visual and auditory channels to maximize learner efficiency and minimize distractions for long-term memory development.4 The presenters will share an overview of this initiative and practical experience. We will a) describe the resultant network structure and composition of faculty, students and staff involved; b) provide a step-by-step timeline of how the e-learning modules went from a sketch and brainstormed idea to a tangible and useful product and the important role of instructional designers and an interprofessional peer-faculty team, c) share resources used for creation, and d) demonstrate exemplars on topics such as joint examination, the cardiopulmonary system, International Classification of Functioning, scanning a hospital room, and reviewing a medical chart

Dimensions of treatment quality most valued by adolescent substance users and their caregivers.

Professional psychologists are increasingly encouraged to document and evaluate the quality of the treatment they provide. However, there is a significant gap in knowledge about the extent to which extant definitions of treatment quality converge with patient perceptions. The primary goal of this study was to examine how adolescent substance users (ASU) and their caregivers perceive treatment quality. The secondary goal was to determine how these perceptions align with expert-derived definitions of ASU treatment quality and dimensions of perceived quality used frequently in other service disciplines. Focus groups and individual interviews were conducted with 24 ASU and 29 caregivers to explore how participants conceptualize a quality treatment experience. Content analysis identified three major dimensions of perceived treatment quality, each of which contained three sub-dimensions: Therapeutic Relationship (i.e., Acceptance, Caring, Connection), Provider Characteristics (i.e., Experience, Communication Skills, Accessibility), and Treatment Approach (i.e., Integrated Care, Use of Structure, and Parent Involvement). Results revealed modest convergence between patient perceptions and existing definitions of quality, with several meaningful discrepancies. Most notably, the Therapeutic Relationship was the most important dimension to ASU and their caregivers, while expert-derived definitions emphasized the Treatment Approach. Implications for practicing psychologists to enhance training and supervision, quality improvement, and health education initiatives are discussed

The Impact of an Aquatic Exercise Protocol on Physiologic Measures Within an Asthmatic Population

Individuals suffering from asthma typically have subnormal exercise tolerance and poor physical fitness. The purpose of this case series study was to examine the impact of a new aquatic exercise protocol on physiological variables in a group of asthmatics. Participants were medically diagnosed and managed asthmatics in a rural community. A total of 8 males and 12 females were accepted into the study with 7 males and 9 females completing the 12-week study. Physiological measures were taken pre- and posttreatment with paired t-tests used for analyses. Increases in VO2max (pre-treatment mean (M) = 31.244 SD = 9.772; post-treatment M = 33.431, SD = 10.387; partial ç²= .257, p \u3c 0.038); lean body muscle mass (pre-treatment M = 119.606, SD = 28.210; post-treatment M = 122.012, SD = 30.475; partial ç²= .237, p \u3c 0.047); and blood glucose (pre-treatment M = 83.937, SD = 7.584; post-treatment M = 89.812, SD = 7.799; partial ç²= .603, p \u3c 0.000), were seen from pre- to posttreatment. The protocol was well tolerated and enjoyed by the participants suggesting it is useful in the asthmatic population. Our results predicted a need for larger sample size in future research ranging from 8 to 218 participants depending upon the dependent measure

Differentiating Adolescent Suicide Attempters from Ideators: Examining the Interaction between Depression Severity and Alcohol Use

This study examined whether depressed mood, frequency of alcohol use, and their combination differentiated non-suicidal adolescents from those with suicidal ideation and adolescents with suicidal ideation from those who have made a suicide attempt. Hierarchical logistic regressions indicated that frequency of alcohol use did not differentiate non-suicidal adolescents from those with current suicidal ideation, but severity of depressed mood did so. In contrast, alcohol use was a significant differentiating factor between adolescents who had attempted suicide compared to those with suicidal ideation only, with severity of depressed mood not being significant. However, there was also a significant interaction effect such that for adolescents with suicidal ideation and low levels of depression, increased frequency of alcohol use was associated with increased odds of a suicide attempt. These findings suggest that alcohol use may hasten the transition from suicidal ideation to suicide attempt in adolescents with low levels of depressed mood

Shrub Communities, Spatial Patterns, and Shrub-Mediated Tree Mortality following Reintroduced Fire in Yosemite National Park, California, USA

Shrubs contribute to the forest fuel load; their distribution is important to tree mortality and regeneration, and vertebrate occupancy. We used a method new to fire ecology—extensive continuous mapping of trees and shrub patches within a single large (25.6 ha) study site—to identify changes in shrub area, biomass, and spatial pattern due to fire reintroduction by a backfire following a century of fire exclusion in lower montane forests of the Sierra Nevada, California, USA. We examined whether trees in close proximity to shrubs prior to fire experienced higher mortality rates than trees in areas without shrubs. We calculated shrub biomass using demography subplots and existing allometric equations, and we developed new equations for beaked hazel (Corylus cornuta ssp. californica [A. de Candolle] E. Murray) from full dissection of 50 stems. Fire decreased shrub patch area from 15.1 % to 0.9 %, reduced live shrub biomass from 3.49 Mg ha−1 to 0.27 Mg ha−1, and consumed 4.41 Mg ha−1 of living and dead shrubs. Distinct (non-overlapping) shrub patches decreased from 47 ha−1 to 6 ha−1. The mean distance between shrub patches increased 135 %. Distances between montane chaparral patches increased 285 %, compared to a 54 % increase in distances between riparian shrub patches and an increase of 267 % between generalist shrub patches. Fire-related tree mortality within shrub patches was marginally lower (67.6 % versus 71.8 %), showing a contrasting effect of shrubs on tree mortality between this forest ecosystem and chaparral-dominated ecosystems in which most trees are killed by fire

The influence of estrous cycle and intrastriatal estradiol on sensorimotor performance in the female rat

The influence of estrous cycle and intrastriatal implants of 17beta-estradiol (17[beta]-estradiol). 17alpha-estradiol (17[alpha]-estradiol) or cholesterol on the number of footfaults made by female rats traversing a narrow suspended beam was investigated. Female rats made fewer footfaults on estrus than on other days of the cycle. This was true when testing occurred during either the light or dark phase of the light: dark cycle. Intrastriatal implants of 30% 17[beta]-estradiol for 6 hours resulted in a significant improvement in sensorimotor performance as soon as 4 hours after hormone implant and persisting for days. In contrast, intrastriatal implants of either 30% 17[alpha]-estradiol or cholesterol had no influence on performance. The extent of hormone diffusion away from the implant cannula was minimal, and the resulting concentration of 17[beta]-estradiol in the striatum was less than 10 pg/mg. It is concluded than estradiol has a direct, stereospecific effect in the striatum that influences performance of a skilled motor act in the female rat.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/26704/1/0000254.pd