Promoting Interprofessional Collaboration-Related Competencies in Students from Seven Health Professions.

Health professions students in their final year of the mental health counseling (MHC), nursing, occupational therapy (OT), pharmacy, physical therapy, physician assistant, and speech/language pathology programs at Touro University participated in a virtual interprofessional education (IPE) symposium designed to promote interprofessional collaboration. The students worked as an interprofessional team with a faculty facilitator to first create a plan of care and later a discharge plan for a fictitious patient. At the completion of the symposium, 281 out of 311 students completed the Interprofessional Collaborative Competency Attainment Survey (ICCAS), a tool that assesses competency in collaborative practice. Results demonstrated a significant increase in every collaboration-related competency for all participants as a group (p < 0.001), as well as significant differences between professions (F = 2.99, p = 0.007). For example, students from OT rated themselves lowest at the start and showed the greatest gains, and students from MHC showed the smallest gains but had the fewest participants. This virtual symposium resolved some common logistical challenges and was effective at improving interprofessional collaborative competency. Including a wide variety of health professions in this IPE activity facilitated a broad reach and applicability to the interprofessional teams that students will encounter in the future.

Improving the Quality of Consumer Health Information on Wikipedia: Case Series.

BACKGROUND: Wikipedia is one of the most consulted health resources in the world. Since the public is using health information from Wikipedia to make health care decisions, improving the quality of that health information is in the public interest. The open editable content design of Wikipedia and quality control processes in place provide an opportunity to add high-value, evidence-based information and take an active role in improving the health care information infrastructure. OBJECTIVE: The aim of this project was to enhance Wikipedia health pages using high-quality, current research findings and track the persistence of those edits and number of page views after the changes to assess the reach of this initiative. METHODS: We conducted Wikipedia Editathons with 3 different cohorts of Physical Therapy (PT) students to add high-quality health information to existing Wikipedia pages. Students synthesized best evidence information and updated and/or corrected existing Wikipedia entries on specific health pages. To evaluate the impact of these contributions, we examined two factors: (1) response to our contributions from the Wikipedia editing community, including number and type of subsequent edits as well as persistence of the student contributions and (2) number of page views by the public from the time of the page edits. RESULTS: A total of 98 PT students in 3 different cohorts engaged in Editathons, editing 24 health pages. Of the 24 edits, 22 persisted at the end of the observation period (from time of entry to May 31, 2018) and received nearly 8 million page views. Each health page had an average of 354,724 page views. CONCLUSIONS: The Wikipedia Editathon is an effective way to continuously enhance the quality of health information available on Wikipedia. It is also an excellent way of bridging health technology with best-evidence medical facts and disseminating accurate, useful information to the public.

Effect of Blocked Versus Random Practice on Physical Therapy Students' Manual Force Modulation.

This study examined (a) the effect of practice organization on learning to modulate manual force, and (b) the effect of force magnitude on ability to accurately reproduce force. I randomly assigned 52 novice physical therapy students to either blocked or random practice schedules as they learned to apply different manual forces. I tested students immediately after training and one week later, using a three-way mixed design analysis of variance to assess the effects of practice organization (random vs. blocked), test (immediate posttest vs. retention test), and force (high vs. low) on ability to modulate manual forces. I found that blocked versus random practice, led to more accurate force application at the posttest and retention test, F(1, 50) = 5.57, p < .05; both practice groups performed more accurately at the posttest than at the retention test, F(1, 50) = 5.6, p < .05, and both performed more accurately at the lower, compared with the higher, force level, F(1, 50) = 60.9, p < .05. These findings support use of a blocked' practice schedule for this motor training, though relevant contextual interference moderators may include such variables as nature of the task, learners' skill levels, and practice time. In addition, higher forces resulted in greater errors and must be considered in preparing for and engaging in clinical practice.