Emergence of complex partial epilepsy-like experiences following closed head injuries: personality variables and neuropsychological profiles.

To pursue Richard Roberts' epileptic spectrum disorder (ESD) and the emergence of complex partial epilepsy-like experiences, items and total scores for the ESD Inventory were examined for 185 patients who had sustained mechanical impacts (and were diagnosed with or without neuropsychological impairment) and a reference group (n=68) of university students. Results from neuropsychological, personality, neurological screening, and interview data supported the role of temporal lobe origins for these experiences. The incidences of these experiences were sufficient to adversely affect adaptation and to produce psychiatric profiles. Although only 70% of the patients who were impaired versus not impaired could be differentiated by items from the ESD Inventory, >95% of the patients with scores >100 on the ESD Inventory displayed abnormal scores on more than four Minnesota Multiphasic Personality Inventory scales. These results support Roberts' ESD concept and strongly suggest that persistent, subclinical occurrence of these experiences could be the cause or major correlate of neuropsychological impairment for these patients.

Identification of facilitators and barriers to the role of a mentor in the clinical setting.

Clinical mentors are integral to the education of health care professionals. In Northeastern Ontario, Canada, clinical mentors can take a variety of forms. Examples include preceptors who are employees in a clinical setting working with an individual student for a specific period of time, clinical educators, individuals contracted to take a group of students in acute care settings, and faculty advisors, who facilitate students' community placements. An internet survey exploring the preparation and support of clinical mentors was delivered to clinical mentors from a variety of health disciplines. Part of the survey was based on the concept of self-efficacy which assessed participants' confidence levels with the various aspects of the clinical mentor role. Participants also reported on supports and barriers to their role as clinical mentors. Findings indicate that clinical mentors across all the health disciplines are not always confident in the delivery of clinical education, most specifically with adapting teaching style and assisting the student to apply research to practice. Consistency of results of the survey speaks to the potential value for a collaborative, interprofessional approach to the orientation and support of clinical mentors in a variety of health discipline education programs.