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Speech pathology students are required to demonstrate competency across a range of practice areas. There are, however, limited opportunities for students to access clinical placements in the area of stuttering. Simulation-based learning (SBL) activities have proven to be effective in increasing students' clinical experience in this area. Due to the COVID-19 pandemic, the delivery of in-person SBL programs was not feasible, resulting in a shift to online provision. The aim of this study was to investigate the perceptions of students, clinical educators and simulated patients who participated in an online adult stuttering SBL experience. Ten first-year graduate entry Masters program speech pathology students participated in the study alongside four clinical educators and four simulated patients. The experience involved two online SBL sessions and one online tutorial via videoconferencing from separate locations. Each participant group engaged in focus group interviews exploring their perceptions of the online SBL activity. Thematic network analysis of the focus group interview data was conducted. Overall interpretation of the data from the perspectives of students, clinical educators and simulated patients revealed an overarching global theme that online SBL offers a positive, comfortable and comparable experience to enable students to build client-centred, clinical and telepractice skills. The positive outcomes of this study suggest that together with in-person clinical experiences, online SBL has an important role in the education of speech pathology students. © 2022 Adriana Penman, Monique Waite, Anne E. Hill, Taliesha-Jayne Leslie, Brooke-Mai Whelan & Andrea Whitehead. This Open Access article is distributed under the terms of the Creative Commons Attribution Attribution-Non-Commercial No Derivatives 4.0 International License (https://creativecommons.org/licenses/by-nc-nd/4.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited and is unaltered.
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Methods: Data were pulled from an internal administrative dashboard. Referrals include services for Veterans who live a prescribed driving distance from a VAMC, wait times over threshold, services unavailable, or for reasons of the best medical interest. Data was pulled for fiscal years 2020 through 2021 and included: chiropractic care, acupuncture, biofeedback, neuron feedback, clinical hypnosis, massage therapy, meditation (specifically MBSR), Tai Chi/qigong, and yoga. Standardized tracking of referrals began with the implementation of Standard Episodes of Care (SEOC) which define care requested and include number of visits permitted and timeframe. Results: Referrals increased for all approaches from FY20-21 shown as (FY20;FY21): chiropractic (104,197;197,357), acupuncture (59,787;100,908), massage therapy (5,021;17,646), biofeedback (31;69), neuron feedback (27;74), clinical hypnosis (10;40), MBSR (2;8), Tai Chi (2;8) and Yoga (1;2). Background: The Veterans Health Administration (VHA) Directive 1137: Provision of Complementary and Integrative Health (CIH) identifies the inclusion of evidence-based CIH approaches in the VHA's Medical Benefits Package (acupuncture, biofeedback, clinical hypnosis, guided imagery, massage therapy, meditation, Tai Chi/qigong, and yoga). The purpose of this administrative data review is to identify which approaches are being referred to Community Care from VHA medical centers (VAMC), and to identify if COVID-19 has had an impact on referrals to the community. Conclusion: CIH is expanding across the VHA and could be useful in supporting a cultural transformation that includes integrative health approaches within conventional medical systems. While all VAMCs provide some CIH in-house, a substantial amount is provided through Community Care. As the largest integrated healthcare system in the United States, this could impact growth of CIH and the need for more providers in the community. By hiring CIH professionals onstation and expanding the network to the community, VHA could be one of the largest providers and users of CIH.
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Methods: The population included Veterans enrolled in the WHS nationally. Students t-test was used to assess the difference in unique Veterans engaged in WBP the six quarters prior to COVID (pre-COV) and the six quarters during COVID response (resp-COV). The differences in delivery of virtual WBP was assessed, including: (RFLX) Intro to WH Group, (HTAC) Take Charge of My Life & Health Group, (SCHC) EVP WH, (SNVC) EVP Mindful Movement, (HTFC) WH Partner Indiv., (WCHC) WH Coaching Indiv., (WCDC) WH Coaching Group, (CGQC) Qigong, (TAIC) TAI CHI, (YOGA) YOGA, (GIMA) Guided Imagery, (RLXT) Relaxation Techniques, (MANT) Mantram Repetition, (MDTN) Meditation, (MMMT) Mindfulness (non-MBSR), (REIK) REIKI, and (TPHT) Therapeutic/ Healing Touch. Results: Pre-COV, a total of 58,165 unique Veterans were engaged in 14,163 tele-health WBP encounters, compared to 63,648 unique Veterans engaged in 334,472 tele-health WBP encounters resp-COV. A significant increase in average number of tele-health WBP encounters per quarter was observed: 2,593 (95%CI 1537, 3649) telehealth pre-COV compared to 52,548 (95%CI 34169, 70926) during resp-COV, p=0.0008. There were significant increases in the delivery of all virtual WBP offerings (all P <0.05), except for SCHC and TPHT. Background: Well-being programming (WBP) is a core part of delivery of Whole Health (WH). During the COVID response, there was a pronounced decrease in delivery of WBP care, with a shift of delivery from face-to-face to virtual. This study describes the impact of COVID on delivery of WBP within the VA WH System (WHS). Conclusion: These data suggest that the response to COVID had little impact on the number of unique Veterans engaged in WBP overall, but the number of virtual WBP encounters increased significantly, comparing the same time periods. This analysis shows that the VA COVID response to increase delivery of virtual WBP as part of the national offering of the WHS was effective.
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Background: The coronavirus SARS-CoV-2 (COVID-19) pandemic interrupted delivery of outpa-tient health care to minimize risk of exposure. This pandemic threatened to increase longstand-ing national concerns about access to both initial and follow-up genetics clinics services. The University of Wisconsin-Madison Waisman Center Medical Genetics Clinic (WCMGC) rapidly transitioned to offering appointments using telemedicine in March 2020 when the public health emergency for COVID-19 pandemic was declared. Methods: Datasets were reviewed for the periods April – July 2019 (pre-COVID baseline) and April – July 2020 (COVID project data). Patient schedules were accessed to determine the number of appointments kept, no-shows, and late cancellations. A telephone survey was utilized to assess patient satisfaction with telemedicine. Results: Fewer appointments were missed and providers completed more clinic visits after tran-sitioning to telemedicine. Patients and their families were equally satisfied with care received and were amenable to telemedicine use in the future. Telemedicine allowed WCMGC to continue serving patients during a period of restricted on-site services, suggesting its continuation would improve access to genetic services.
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Students' experiential learning in out-of-class involvements encompasses a significant part of their engagement and professional development in college. The covid-19 pandemic has challenged the delivery of these experiential learning opportunities, requiring student affairs professionals to significantly adapt their programming to continue serving students in ways that accommodate social distancing guidelines, in-person event capacity limits, and remote participants. While research has investigated online learning in classroom contexts, less is known about the implications of a virtual learning environment on engagement in experiential learning. This study addresses the following research question: How are student affairs professionals adapting their programs and services to support student engagement in response to the covid pandemic? This study captures how student affairs professionals at a large Midwestern research university have adjusted programming and engagement efforts to maintain key elements of experiential learning in hybrid and remote learning contexts, where students' engagement ranges from entirely on-line to various combinations of partial in-person and online participation. The Midwestern university transitioned from predominantly residential to fully online during the spring 2020 semester and then allowed students to choose whether to continue fully online or return to campus for a hybrid learning environment in the fall 2020 semester. This study draws on Schlossberg's transition theory to examine how student affairs professionals transitioned programs and services in the 2020-2021 academic year to respond to the covid-19 pandemic and the associated changing safety guidelines. Facing unique challenges in this varied, constantly changing environment, student affairs professionals described three key elements of successful program and service adaptations: (1) a focus on student needs, (2) collaboration across student support units, and (3) creativity and innovation in approaches to engage students. Through thematic analysis of interviews with 13 student affairs professionals (including student organization advisors and administrators, student programming coordinators, and student support specialists), research findings provide further insight into the challenges and opportunities presented in adapting experiential learning to hybrid and remote formats. Research findings will help inform ongoing efforts to craft hybrid and remote student programming and services that support and engage students in these unprecedented times. These findings can also inform the development of student support programs for the growing body of online students in higher education. © American Society for Engineering Education, 2021
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Study Objective: The COVID-19 pandemic has placed an unprecedented psychological burden on emergency medicine (EM) providers who have experienced anxiety, depression, isolation, burnout, and poor self-care. ACEP along with 44 medical organizations issued a statement in support of clinician health in the post-pandemic period calling for the removal of barriers to mental health care and using non-clinical mental health support, specifically peer support, to foster resilience and recovery. While physicians prefer to seek support from colleagues, formal peer support interventions are not well studied. The objectives of the study were to determine feasibility, receptivity, and effect of physician peer support groups on symptoms of acute distress, anxiety, depression, and burnout. Methods: A quasi-experimental design was used to determine pre-post intervention changes in anxiety and depression (primary outcomes) using the Patient Health Questionnaire (PHQ-4);provider burnout using the Maslach Burnout Inventory;and distress symptoms (fatigue, trouble sleeping, nervousness, feeling down, anger, helplessness, guilt, difficulty concentrating) using the SPADE Symptom Screener and PROMIS measure. The Participant-rated Global Impression of Change was used to monitor whether feeling better at the end of each session compared to the beginning. Receptivity was assessed using a net promoter score question. The study population was emergency physicians serving 10 academic and community hospitals who self-identified as having any mental health challenge during the pandemic. Three groups of 8 providers were recruited via departmental email listservs to participate in eight 1-hour virtual, peer support group sessions via Zoom Health. The visit structure was based on the National Alliance of Mental Illness (NAMI) peer support model and adapted for use in the clinician population. Three physicians were trained to cofacilitate with a NAMI support group leader. Data were collected using the Zoom polling function. Change analysis was conducted using dependent t-tests in SPSS. A sample size of 16 clinicians was needed to provide 80% power for two-sided tests at an alpha of 0.05 to detect a large effect size of 1.0 (3-point absolute change) for the PHQ-4. Results: Of the 24 participating physicians, the majority were faculty physicians, white, female, and in practice 5 years or less. Average attendance was 6.5 sessions with 83% of physicians reaching the attendance goal of 6 out of 8 sessions. On average, participants reported feeling better at the end compared to the beginning of each session. Eighty six percent of physicians reported they would recommend peer support groups to a friend or colleague. Positive effect sizes showed improvement in 8 of 11 distress symptoms, and marginal significance (p<.10) for guilt and anxiety. Conclusions: High levels of attendance, feeling better at the end of sessions, and willingness to recommend peer support groups to friends or colleagues demonstrate high physician receptivity to peer support and feasibility of implementation. Positive effect sizes show promising signs of improvement in the majority of anxiety, depression, distress, and burn out symptoms in this pilot study. Attention is needed to tailor strategies to male providers who may be hesitant to participate. Further research of this model with a larger samples and more robust design is planned. [Formula presented]
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Prior research demonstrates that a number of cultural factors—including politics and religion—are significantly associated with anti-vaccine attitudes. This is consequential because herd immunity is compromised when large portions of a population resist vaccination. Using a nationally representative sample of American adults that contains a battery of questions exploring views about vaccines, the authors demonstrate how a pervasive ideology that rejects scientific authority and promotes allegiance to conservative political leaders—what we and others call Christian nationalism—is consistently one of the two strongest predictors of anti-vaccine attitudes, stronger than political or religious characteristics considered separately. Results suggest that as Americans evaluate decisions to vaccinate themselves or their children, those who strongly embrace Christian nationalism—close to a quarter of the population—will be much more likely to abstain, potentially prolonging the threat of certain illnesses. The authors conclude by discussing the immediate implications of these findings for a possible coronavirus disease 2019 (COVID-19) vaccine. © The Author(s) 2020.