Effects of direction cue time and walking speed on spatial-temporal gait adaptations in healthy older and young adults upon approach of turns.

BACKGROUND: Hurrying and turning are each associated with falls in older adults. Losing balance sideways when turning increases the likelihood of hip fracture. Yet 99 % of failures when turning unexpectedly have been traced to an inability to curb forward momentum regardless of age. RESEARCH QUESTION: Do age-based differences exist in spatial-temporal gait adaptations related to medial-lateral (M-L) balance and posterior-anterior (P-A) propulsion upon approach of turns relative to continuing straight, across walking speeds and whether direction is known in advance? METHODS: Healthy young (n=10) and older adults (n = 10) walked at preferred and fast test speeds while randomly cued for direction either early upon initiating gait or late 1-2 steps before entering a spatially defined turning area. An instrumented 4.6 m carpet recorded spatial-temporal changes up to the penultimate footfall prior to turning 900 or continuing straight. RESULTS: When approaching the turning zone across interactions of walking test speed, cue time and direction, other than stride-length being shorter in older adults, both age-groups showed similar adjustments in gait speed and stride-length in managing P-A deceleration perturbations, and similar adaptations in right and left heel-to-heel base of support (BOS) in managing M-L balance destabilizing forces. A three-way interaction (p<.027) suggests a similar foot strategy of BOS narrowing may be used approaching turns relative to straight walks when direction is cued early walking fast (p<.020) and late walking preferred speed (p<.014). SIGNIFICANCE: The findings were interpreted within the context of regulating center of mass acceleration and processing environmental regulatory conditions to maintain a personal space safety margin. The study supports that in otherwise healthy older adults, gait training for turns include practice to not only manage perturbations which accelerate the body sideways but also those which decelerate forward progression.

Interprofessional Active Learning Environment Employing Virtual Reality Simulation to Promote Telehealth Practices and Psychosocial Well-Being.

ISSUE: As healthcare educators, we must continually evaluate innovative technologies and practices that may assist us in meeting the complex needs of individuals. In this study, we sought to address some barriers associated with using virtual reality (VR) to assess an interprofessional team of students' knowledge of and practice with telehealth and their ability to address psychosocial health. METHODS: A non-experimental, descriptive, embedded (explanatory quan/QUAL) mixed methods design of 240 students enrolled in the IPE Journey of Professional Trans-formation, Fall 2022. OUTCOMES: Several themes emerged from the students' responses; the experience prompted a recognition of the need for clear communication, both verbal and non-verbal, in coordinating person-centered care. There was a significant decrease in Interprofessional Collaborative Competency Attainment Scale (ICCAS) (z=2.54, p=0.01), suggesting that students may have overestimated their interprofessional collaboration and communication abilities. There was no significant change in Transgender Knowledge, Attitude, and Belief Scale (T-KAB) and Telehealth Confidence Survey (TCS) scores. CONCLUSION: This study demonstrates that an interprofessional active learning experience using an avatar-based simulation case can facilitate in meaningful interdisciplinary teaming and promote the quality of a transgender person's well-being by employing telehealth and person-centered care practices.

Exploring Health Science Faculty Perceptions Regarding Their Readiness to Teach Online.

Instructional technology has offered faculty new and innovative ways in which to prepare and deliver learning materials to students online. Although online learning has been a part of the higher education landscape, it has not been traditionally utilized by health science faculty to its fullest capacity. PURPOSE: The purpose of this pilot study was to examine health science faculty perceptions regarding their readiness to teach online. METHODS: This study employed a mixed method design using a sequential explanatory framework. Faculty readiness was identified by their attitude regarding competencies and ability perceptions using the Faculty Readiness to Teach Online (FRTO) instrument. RESULTS: Health science faculty have limited training in teaching online, and there is a significant difference in perceptions and attitudes towards which competencies in remote instruction are critical to focus on. OUTCOMES: Findings confirm the online instruction training needs of health science faculty that will support engagement of health science students as adult learners both meaningfully and effectively now and in the future.

Environmental Health Needs Among Latinas in Cleaning Occupations: A Mixed Methods Approach.

In the U.S., approximately half of maids and housekeeping cleaners are Latino or Hispanic, while the vast majority are women (88.3%). This largely immigrant, underserved workforce faces complex factors, which may contribute to adverse health outcomes. To understand relevant barriers and challenges, this mixed-methods study explored the environmental health needs of a heterogeneous group of Latinas in New Jersey (NJ) who clean occupationally, and consisted of 3 focus groups (N = 15) with a cross-sectional survey (N = 9), both conducted in Spanish. Participants were recruited from community-based English as a Second Language classes in Hackensack, NJ. Analysis of focus group audio recordings included descriptive and in vivo coding followed by inductive coding to explore thematic analysis. The survey responses were evaluated using descriptive statistics. As per the survey results, the environmental health needs of this population include sore muscles, back problems, asthma, other respiratory issues, migraine or headache, and skin issues (rash, etc.). In the group discussions, the roles of genetics, food, and chemical exposures in cancer etiology were of great interest and a variety of opinions on the topic were explored. Both the focus group discussions and survey responses suggested that this population also faces barriers including lack of training, chemical exposures and inadequate personal protective equipment (PPE). These barriers are compounded by daily environmental exposures from personal home cleaning practices. The development of culturally- and linguistically-appropriate interventions are warranted to better protect the health of essential occupational cleaners who keep homes, businesses and schools clean.

Interprofessional Education Module on Professionalism, Ethics, and Teamwork: Insights from Program Review Data of Health Professions Students.

Formal interprofessional education provides health sciences students the opportunity to develop their knowledge in teamwork, communication, collaboration, and ethics. The purpose of this paper is to describe interprofessional students' perceptions of professionalism, ethics, and teamwork before and after being immersed in an interprofessional education Module on these topics. Through a program review process, pre- and post-Module survey responses from 10 interprofessional students were randomly reviewed by five faculty from different health sciences disciplines. Results from the thematic analysis of those open-ended surveys revealed students evolved in their perceptions of all three areas of professionalism, ethics, and teamwork following participation in the interprofessional Module. For professionalism, students' insights reflected a broader understanding of their roles as a professional not just individually, but on an interpersonal and societal level. Students' descriptions of ethical behavior also expanded beyond the importance of ethics within one's scope of practice to integrate cultural differences to ethically promote patient well-being. Lastly, post-survey responses indicated students' deeper understanding of the importance of teamwork to reduce errors and increase patient outcomes by working towards a common goal. The themes that emerged from this program review provided support for continued interprofessional activities to address professionalism, ethics, and teamwork.

Knowledge, attitudes and behaviors of Latinas in cleaning occupations in northern New Jersey: a cross-sectional mixed methods study.

BACKGROUND: In the United States, 88.3% of all 1,163,000 maids and housekeeping cleaners are female, and approximately half of them Latinas. Latinas are understudied and underrepresented in health research, particularly involving chemical exposure in cleaning practices, lack of job training, and inadequate access to personal protective equipment. The purpose of this study is twofold: 1) to examine the knowledge (via training experiences), attitudes and behaviors of a heterogeneous group of Latinas who clean occupationally and 2) to assess their cleaning practices at work and at home. METHODS: This mixed-method study consisted of two phases: 1) three focus groups to explore knowledge (via training experiences), attitudes, and behaviors regarding cleaning practices (N = 15) and 2) a 43-question cross-sectional survey. Focus group audio recordings were analyzed using descriptive and in vivo coding and then coded inductively to explore thematic analysis. Statistical analysis of the survey evaluated means, frequency and percentage for each of the responses. RESULTS: Participants (n = 9) were women (mean age = 48.78 and SD = 6.72) from South America (n = 5), Mexico (n = 1), El Salvador (n = 1) and Dominican Republic (n = 2). The mean length of time living in the US was 18.78 years and over half (55.6%) worked in the cleaning industry for 10 or more years. Findings from the three focus groups (n = 15) included that training in cleaning often occurred informally at a very young age at home. Participants reported cleaning in groups where tasks are rotated and/or shared. Most were the primary person cleaning at home, suggesting increased exposure. Gloves and masks were the most frequently used PPE, but use was not consistent. For participants who purchase their own products, driving factors included price, smell and efficacy. Some participants used products supplied or preferred by the employer. CONCLUSIONS: Latinas in cleaning occupations face a range of social and health barriers including lack of safety and health training, inadequate PPE and low literacy. To address these issues, the development of an intervention is warranted to provide training and resources for this critical population of essential workers.

The impact of integrating environmental health into medical school curricula: a survey-based study.

BACKGROUND: Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients' environmental illnesses, nor speak to prevention. METHODS: Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students' attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students' perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. RESULTS: 36 year 1 students completed both the pre and post EHMS surveys. McNemar's test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students' self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. CONCLUSIONS: Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students' self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

Increased pulse wave velocity in persons with spinal cord injury: the effect of the renin-angiotensin-aldosterone system.

Increased pulse wave velocity (PWV), a marker of cardiovascular disease (CVD), has been reported in otherwise healthy individuals with spinal cord injury (SCI) compared with age-matched uninjured controls. Due to decentralized descending sympathetic vascular control, individuals with injuries above T6 are prone to orthostatic hypotension and, as a result, depend on the renin-angiotensin-aldosterone system (RAAS) to maintain orthostatic blood pressure (BP). The purpose of this study was to determine resting PWV, a noninvasive surrogate of central arterial stiffness, in individuals with cervical (C4-T1; n = 11) and thoracic (T6-T12; n = 11) SCI, compared with age-matched controls (controls; n = 11). Next, our aim was to describe group differences in BP, plasma norepinephrine (NE), and renin response to head-up tilt (HUT). Finally, we sought to determine the relationship between PWV and the orthostatic change in BP, NE, and the plasma renin during HUT among the groups. PWV was significantly increased in both cervical (8.81 ± 1.91 m/s) and thoracic (7.36 ± 1.58 m/s) SCI compared with the controls (5.53 ± 0.95 m/s; P < 0.05). The change from supine to 60° HUT in BP and NE was significantly reduced and change in plasma renin was significantly increased in the cervical group compared with the thoracic and control groups. Group affiliation and change in plasma renin were significant predictors of PWV (R2 = 0.63, P = 0.001). These data suggest that dependency on the RAAS for orthostatic BP maintenance may be associated with increased PWV and risk of CVD in the SCI population.NEW & NOTEWORTHY Our novel findings suggest that increased arterial stiffness in individuals with SCI may be due to greater dependency on the RAAS to maintain hemodynamic stability during an orthostatic challenge. Asymptomatic orthostatic hypotension can occur in persons with SCI during transition from the supine to the seated position and during other upright activities of daily living; however, it is seldom addressed by clinicians.

Mind Mapping to Enhance Critical Thinking Skills in Physician Assistant Education: A Randomized Controlled Study.

Physician assistant (PA) students need to assimilate and integrate voluminous information quickly and effectively to promote critical thinking skills required to deliver competent care. Mind mapping (MM) is an innovative strategy used to facilitate students' recognition and recall of essential information and to ensure depth in their understanding via making connections between pieces of information. The establishment of relationships between concepts expressed in mind maps enhances critical thinking skills. The purpose of this study was to determine the overall critical thinking skills of PA students using MM as a learning strategy and to determine if there was a significant difference in critical thinking skills between students who used MM versus standard note-taking in their learning environment. In this randomized control study, a convenience sample of 74 PA students was assigned to a standard note-taking group (SNTG) or mind-mapping group (MMG). After completing the Health Science Reasoning Test (pre-HSRT), MMG members were instructed on how to construct mind maps and then asked to create weekly mind maps for 9 weeks, while the SNTG followed their method of study without mind maps for 9 weeks. Differences in the mean pre- and post-overall HSRT scores between groups and within groups were analyzed using independent and dependent t-tests, respectively. There was no significant difference between pre- and post-overall critical thinking scores as measured by HSRT after 9 weeks of intervention in both groups. However, there was a significant difference in the mean overall post-HSRT scores between groups (p=0.026). Hence, mind mapping is a viable active learning strategy to promote critical thinking in PA students.

Exploring the Relationship Between Timed Up and Go Test Times and Fall History in an Inpatient Geriatric Psychiatry Unit: A Retrospective Case-Control Study.

BACKGROUND AND PURPOSE: Inpatient geriatric psychiatry units have the highest fall rates in the acute care setting and most falls in this population occur during the mobility tasks of transfers and ambulation. The Timed Up and Go (TUG) test includes these 2 specific functional tasks and has been used to predict falls in other geriatric populations but has never been tested in an inpatient geriatric psychiatry unit. The purpose of this study was to determine whether the TUG time measurements of inpatient geriatric psychiatry patients were associated with falling. METHODS: The study was a retrospective chart review using a case-control design. The sample was obtained from patients admitted to 1 inpatient geriatric psychiatry unit during the 4-month study period. RESULTS: The total sample size was N = 62 and included older adults with (N = 29; "fallers") and without (N = 33; "nonfallers") a history of falls in the 6 months prior to admission. The mean age of fallers (M = 75.8, SD = 9.6) was not significantly different from the age of nonfallers (M = 74.0, SD = 7.6), P = .424. Both groups had higher proportions of female subjects; nonfallers were 75.8% (n = 25) female and fallers were 69.0% (n = 20) female. Most nonfallers (84.8%) completed the TUG testing without an assistive device, while most fallers (48.3%) used a walker. A significant difference was found between the TUG times of nonfallers and fallers, U = 737.00, z = 3.65, P < .001, r = 0.46. Fallers took longer to complete the TUG test (median = 26.5) than nonfallers (median = 13.6). The TUG time explanatory variable was statistically significant, P = .002. Increasing TUG times were associated with an increased likelihood of patient falls (odds ratio = 1.10). The optimal TUG cutoff score was 16.5 seconds, with 79.3% sensitivity and 72.7% specificity. CONCLUSIONS: The TUG time measurement was found to be associated with falling. A cutoff time of 16.5 seconds is recommended to identify nonfallers from fallers in the inpatient geriatric psychiatry setting.

"To sleep, perchance to tweet": in-bed electronic social media use and its associations with insomnia, daytime sleepiness, mood, and sleep duration in adults.

OBJECTIVES: The use of mobile device-based electronic social media (ESM) in bed is rapidly becoming commonplace, with potentially adverse impacts on sleep and daytime functioning. The purpose of this study was to determine the extent to which in-bed ESM use is associated with insomnia, daytime sleepiness, mood, and sleep duration in adults. METHODS: This was a cross-sectional observational study conducted among 855 hospital employees and university students (mean age, 43.6years; 85% female) via an online questionnaire. RESULTS: Nearly 70% of participants indulged in in-bed ESM use, with nearly 15% spending an hour or more a night doing so. The degree of in-bed ESM use did not vary by gender, but higher levels of in-bed ESM use were seen in younger and middle-aged than elderly participants. Compared with participants with no in-bed ESM use and controlling for age, gender, and ethnicity, participants with high in-bed ESM use were more likely to have insomnia, anxiety, and short sleep duration on weeknights, but not depression or daytime sleepiness; low in-bed ESM use only increased the likelihood of short sleep duration on weeknights. In-bed ESM use by a bed partner did not have an adverse association with sleep or mood. CONCLUSIONS: In-bed ESM use is associated with sleep and mood dysfunction in adults. These findings are of relevance to clinicians, therapists, and the public at large, as they suggest that limitation of in-bed ESM use is a potential interventional strategy in the overall management of sleep hygiene and mental health.

Assessing Health Professional Students' Cultural Competence Using a Global Perspective.

BACKGROUND: The United States has become a diverse society, and healthcare professionals must view culture from a global perspective. The purpose of this study was to determine cultural competence levels of entering and exiting health science students within and across differing professional programs using the Global Worldview Cultural Competence Survey (GWCCS). PARTICIPANTS: 196 students participated in the study: 146 were entering students and 59 were exiting students. From the 146 entering students, 138 surveys were usable in the data analysis, and 58 of the 59 exiting were usable. PROCEDURE: Two separate cohorts of health professional students completed the GWCCS. Cohort 1 completed the GWCCS during the first 2 weeks of their academic program, and Cohort 2 completed the GWCCS in their final-year post-clinical experience. RESULTS: A significant difference in GWCCS total score was observed between entering and exiting students in health sciences, with the exiting students being more culturally competent. CONCLUSION: Although this study did not utilize a longitudinal study design, the findings demonstrate that the exiting cohort of health science students was more culturally competent than the entering cohort of health science students as determined by the GWCCS. However, neither cohort of students reached the level of proficiency.

Academicians and Neurologic Physical Therapy Residents Partner to Expand Clinical Reflection Using the SOLO Taxonomy: A Novel Approach.

Creating curriculums that develop physical therapy (PT) students into evidenced-based, critically reflective, entry-level practitioners is one of the primary goals for PT programs. Academic faculty partnering with neurologic residency programs to design learning environments that capitalize upon the strengths of both can create insightful educational experiences for students during their didactic training. These partnerships support the development of critical thinking skills and provide mentorship for residents transitioning from their role as a clinician to that of an educator. Using the SOLO (structure of observed learning outcomes) taxonomy as a framework for developing learning experiences, Seton Hall University neurologic academic faculty and program directors from the Kessler Institute for Rehabilitation Residency in Neurologic Physical Therapy have built a partnership that seeks to develop critical reflection skills in both the neurologic resident and entry-level PT students. While integration of residents into entry-level PT curriculum may not be novel, we believe that utilizing the SOLO model within this partnership is unique. This paper describes the partnership and learning experiences rooted in the SOLO taxonomy theoretical framework and discusses perceived benefits of this learning experience across professional health science programs.

The impact of Sleep Time-Related Information and Communication Technology (STRICT) on sleep patterns and daytime functioning in American adolescents.

This cross-sectional study explored the extent and impact of mobile device-based Sleep Time-Related Information and Communication Technology (STRICT) use among American adolescents (N = 3139, 49.3% female, mean age = 13.3 years). Nearly 62% used STRICT after bedtime, 56.7% texted/tweeted/messaged in bed, and 20.8% awoke to texts. STRICT use was associated with insomnia, daytime sleepiness, eveningness, academic underperformance, later bedtimes and shorter sleep duration. Moderation analysis demonstrated that the association between STRICT use and insomnia increased with age, the association between STRICT use and daytime sleepiness decreased with age, and the association between STRICT use and shorter sleep duration decreased with age and was stronger in girls. Insomnia and daytime sleepiness partially mediated the relationship between STRICT use and academic underperformance. Our results illustrate the adverse interactions between adolescent STRICT use and sleep, with deleterious effects on daytime functioning. These worrisome findings suggest that placing reasonable limitations on adolescent STRICT use may be appropriate.

An observational study exploring academic mentorship in physical therapy.

BACKGROUND: Health professions faculty members often come to the academy without formal training as a professor. A challenge that exists for many new professors is the expectation that they will effectively balance their tripartite roles, which include ensuring teaching excellence, research rigor, and service to the university community. Mentoring has been suggested to be a way that new faculty can be supported as they seek to meet these expectations. Currently, there is limited information on faculty mentoring for physical therapy (PT) faculty. OBJECTIVE: The purpose of this study was to discover if and to what extent mentoring is occurring in entry-level PT education for new full-time PT faculty. DESIGN: Exploratory, cross-sectional survey research design. METHODS: Using the Health Sciences Faculty Mentoring Survey, the authors gathered descriptive data regarding faculty mentoring across entry-level PT education. RESULTS: Of the 66 respondents in this study, only 15 faculty members (22.7%) reported having a faculty mentor, with only 10 of these receiving mentorship from within their own PT department. While the sample size was small, the data provide specific information on current mentorship practices in the PT academic community. CONCLUSION: The findings indicate that the presence of academic mentorship in PT is limited. In light of this finding, the authors sought to provide insight on PT faculty perceptions regarding mentorship in the academy and discuss possible frameworks that can be used to develop and support the tripartite roles of novice faculty as they transition into the academy.

Creating an IPE infusion plan: from foundation to implementation.

Today's health care system has embraced the model of collaborative interprofessional efforts among health care professionals to achieve desired patient health outcomes. The Academy can offer the foundational experiences needed to support and develop interprofessional patient-centered plans of care for health professional students. This paper explores one institution's approach to the creation of an infusion plan which the authors have termed a "structured immersion approach" (SIA) to interprofessional education (IPE). The SIA supports "Core Signature IPE" experiences within existing silo-based curriculums that allow for interprofessional education experiences and the appreciation of the importance of interprofessional practice in today's health care.

Identifying teachable moments in the clinical setting and possible barriers.

The purpose of this study was to explore the role of teachable moments in the clinical setting and factors that may affect clinical instructors' use of teachable moments. In order to address this purpose, a survey exploring perceptions regarding the role of teachable moments, learning styles on teachable moments, and barriers associated with finding teachable moments was developed by the authors, the Teachable Moments Mentorship Survey. Seventy-four health care professionals who attended a conference on clinical education, held a license in their professional area, and had experience as a clinical instructor completed the survey. Upon examination of the data, two distinct types of barriers emerged, flexible and inflexible. The authors provide a framework for addressing these barriers associated with clinical supervision within the clinical environment.

Practice characteristics and lifestyle choices of men and women physician assistants and the relationship to career satisfaction.

With 60% of practicing physician assistants (PAs) being women, it is critical to identify any gender-related differences in career satisfaction. The purpose of this study was to identify practice characteristics and lifestyle choices of men and women practicing PAs, determine any gender-related differences, and identify whether a relationship exists between gender and career satisfaction. This descriptive study used a survey addressing career satisfaction, lifestyle choices, professional practice characteristics, and gender concerns. Randomly selected PAs completed an on-line survey. Nonparametric testing was used to analyze the data. Analyses included 85 men and 97 women respondents. More men (82.4%) than women (59.8%) were married; a significant association between gender and domestic status was found (p=0.009). The way that men rated career satisfaction was not significantly different than the way women did (p=0.47). Sixty-five percent of men and women completely agreed that they are satisfied with their career. Eighty-three percent of men and women PAs believed that they can balance their personal and professional responsibilities. While the sample was small, it does represent the demographics of PAs currently in practice and thus supports the assumption that the PA profession affords the ability to balance responsibilities and promotes career satisfaction.

Seeking consensus through the use of the Delphi technique in health sciences research.

The purposes of this paper are to explain how the Delphi technique has been used as a research methodology for seeking consensus among experts in the health science literature and to offer a model for its future use. The authors discuss the proposed model by exploring how the Delphi technique was used to develop a survey tool to explore mentoring practices of health science faculty members. The authors' aims are to explain the use of this methodological approach in obtaining face and content validity of survey tools and to apprize the scholarly community in the health sciences of the relevance of the model.

Outcome measures for individuals with stroke: process and recommendations from the American Physical Therapy Association neurology section task force.

BACKGROUND AND PURPOSE: The use of standardized outcome measures (OMs) can support clinicians' development of appropriate care plans, guide educators in curricular decisions, and enhance the methodological quality and generalizability of clinical trials. The purposes of this case report are: (1) to describe a framework and process for assessing psychometrics and clinical utility of OMs used poststroke; (2) to describe a consensus process used to develop recommendations for stroke-related OMs in clinical practice, research, and professional (entry-level) physical therapist education; (3) to present examples demonstrating how the recommendations have been utilized to date; and (4) to make suggestions for future efforts. CASE DESCRIPTION: A task force of 7 physical therapists with diverse clinical and research expertise in stroke rehabilitation used a 3-stage, modified Delphi consensus process to develop recommendations on OM use. An evidence-based systematic review template and a 4-point rating scheme were used to make recommendations on OM use by care setting and patient acuity, for research, and for inclusion in professional education. OUTCOMES: An initial list of 77 OMs was developed based on input from numerous professional sources. Screening measures and duplicate measures were eliminated. Fifty-six OMs received full review. Measures spanned the constructs of body structure/function (21), activity (28), and participation (14). Fourteen measures received a rating of "highly recommend." DISCUSSION: Use of highly recommended OMs may provide a common set of tools enabling comparisons across patients, interventions, settings, and studies. The use of a clearly defined, comprehensive assessment template may facilitate the pooling of data on OMs and contribute to best practice guidelines. Educational recommendations may inform curricular decisions.