Taking Action to Promote Diversity and Inclusion: One Program's Efforts Through Pathway Opportunities, Holistic Admissions, and Curricular Changes.

AIMS: Concerted, effective, and sustainable change in healthcare education programs is a critical step towards creating more diverse, inclusive, and equitable professions. This commentary demonstrates how one entry-level physical therapist education program, through a process of reflection, prioritization, and action, is taking steps to increase diversity, equity, and inclusivity within their program. RATIONALE: This article highlights initiatives that are leveraging existing partnerships and creating new ones to reach and mentor students from diverse communities, steps taken towards a more holistic and equitable admissions process, implementation of curricular changes to intentionally discuss the social determinants of health, and engagement of faculty and students to foster personal and professional development on diversity, equity, and inclusion topics. Outcomes to track the effectiveness of the strategies being used by each initiative are shared. CONCLUSION: To create active agents of change, education programs must create a diverse and equitable space for students and guide them to become leaders who can transform society. Steps taken by an entry-level physical therapist education program to implement strategies to promote diversity, equity and inclusion can serve as a road map for other healthcare professional programs.

Evaluating the impact of an educational intervention on the history of racism in America for teaching structural competency to medical academicians.

BACKGROUND: A challenge facing many Academic Health Centers (AHCs) attempting to revise health professions education to include the impact of racism as a social and structural determinant of health (SSDoH) is a lack of broad faculty expertise to reinforce and avoid undermining learning modules addressing this topic. To encourage an institutional culture that is in line with new anti-racism instruction, we developed a six-part educational series on the history of racism in America and its impact on contemporary health inequities for teaching structural competency to health professions academicians. METHODS: We developed a six-hour elective continuing education (CE) series for faculty and staff with the following objectives: (1) describe and discuss race as a social construct; (2) describe and discuss the decolonization of the health sciences and health care; (3) describe and discuss the history of systemic racism and structural violence from a socio-ecological perspective; and (4) describe and discuss reconciliation and repair in biomedicine. The series was spread over a six-month period and each monthly lecture was followed one week later by an open discussion debriefing session. Attendees were assessed on their understanding of each objective before and after each series segment. RESULTS: We found significant increases in knowledge and understanding of each objective as the series progressed. Attendees reported that the series helped them grapple with their discomfort in a constructive manner. Self-selected attendees were overwhelmingly women (81.8%), indicating a greater willingness to engage with this material than men. CONCLUSIONS: The series provides a model for AHCs looking to promote anti-racism and structural competency among their faculty and staff.

Analysis of Sex and Gender Content in Allied Health Professions' Curricula.

Sex and gender differences in rehabilitation are important because more than half of patients seen by allied health professionals are female. Sex- and gender-specific curricula should be audited to enhance interprofessional education in women's health. The research question was: What is the extent of information about sex and gender differences that is included in selected allied health professions curricula? Student scholars from allied health programs audited courses in real time for references to sex and gender differences. The data were analyzed using content analysis. The emphasis of instruction included primarily statements of facts for the physical and occupational therapy programs and brief discussions in the athletic training program. There was a significant difference among the categories of emphasis for the programs (X2 = 391.23, p<0.05). The individual disciplines identified the majority of content in the same rank order: body systems, health statistics, and health conditions. There were significant differences in the content areas related to sex and gender differences among the three disciplines (X2 = 70.67, p<0.05). This study provided the first content analysis of sex and gender differences in selected allied health professions. No textual inferences were made, but the study reported on the topics discussed and the extent of the sharing of information.

2015 Young Investigator Award Winner: Cervical Nerve Root Displacement and Strain During Upper Limb Neural Tension Testing: Part 1: A Minimally Invasive Assessment in Unembalmed Cadavers.

STUDY DESIGN: A cross-sectional cadaveric examination of displacement and strain measured at the level of the cervical nerve roots during upper limb neural tension testing (ULNTT) with median nerve bias. OBJECTIVE: To determine the displacement and strain of cervical nerve roots C5-C8 during ULNTT with minimal disruption of surrounding tissues. SUMMARY OF BACKGROUND DATA: Clinical examination of neural pathology involving cervical nerve roots is difficult because of the transient nature of pathologies, such as cervical radiculopathy, entrapment neuropathies, and thoracic outlet syndrome. Cadaveric studies have demonstrated significant displacement and strain in lumbosacral nerve roots during neurodynamic testing of the lower extremity. Examination into the biomechanical behaviors of cervical nerve roots during ULNTT has not been performed. METHODS: Eleven unembalmed cadavers were positioned supine as though undergoing ULNTT. Radiolucent markers were implanted into cervical nerve roots C5-C8. Posteroanterior fluoroscopic images were captured at resting and ULNTT positioning. Images were digitized and displacement and strain were calculated. RESULTS: ULNTT resulted in significant inferolateral displacement (average, 2.16 mm-4.32 mm, P < 0.001) of cervical nerve roots C5-C8. There was a significant difference in inferolateral displacement between the C5 and C6 nerve roots (3.15 mm vs. 4.32 mm, P = 0.009). ULNTT resulted in significant strain (average, 6.80%-11.87%, P < 0.001) of cervical nerve roots C5-C8. There was a significant difference in strain between the C5 and C6 nerve roots (6.60% vs. 11.87%, P = 0.03). CONCLUSION: ULNTT caused significant inferolateral displacement and strain in cervical nerve roots C5-C8. These results provide the mechanical foundation for the use of ULNTT in clinical evaluation of pathology in the cervical region, such as in cervical radiculopathy, entrapment neuropathies, and thoracic outlet syndrome. LEVEL OF EVIDENCE: 2.

2015 Young Investigator Award Winner: Cervical Nerve Root Displacement and Strain During Upper Limb Neural Tension Testing: Part 2: Role of Foraminal Ligaments in the Cervical Spine.

STUDY DESIGN: A cross-sectional cadaveric examination of the mechanical effect of foraminal ligaments on cervical nerve root displacement and strain. OBJECTIVE: To determine the role of foraminal ligaments by examining differences in cervical nerve root displacement and strain during upper limb neural tension testing (ULNTT) before and after selective cutting of foraminal ligaments. SUMMARY OF BACKGROUND DATA: Although investigators have determined that lumbar spine foraminal ligaments limit displacement and strain of lumbosacral nerve roots, similar studies have not been conducted to prove that it is true for the cervical region. Because the size, shape, and orientation of cervical spine foraminal ligaments are similar to those in the lumbar spine, it is hypothesized that foraminal ligaments in the cervical spine will function in a similar fashion. METHODS: Radiolucent markers were implanted into cervical nerve roots C5-C8 of 9 unembalmed cadavers. Posteroanterior fluoroscopic images were captured at resting and upper limb neural tension testing positioning before and after selective cutting of foraminal ligaments. RESULTS: Selective cutting of foraminal ligaments resulted in significant increases in inferolateral displacement (average, 2.94 mm [ligaments intact]-3.87 mm [ligaments cut], P < 0.05) and strain (average, 9.33% [ligaments intact]-16.31% [ligaments cut], P < 0.03) of cervical nerve roots C5-C8 during upper limb neural tension testing. CONCLUSION: Foraminal ligaments in the cervical spine limited cervical nerve root displacement and strain during upper limb neural tension testing. Foraminal ligaments seem to have a protective role, reducing displacement and strain to cervical nerve roots during tension events. LEVEL OF EVIDENCE: 2.