003) and patient group (p=0.027), even after adjustments for age, BMI, and gender (adjusted r2=0.186). PTX attenuated this difference.

BIA should be interpreted with caution in patients with SHPT due to a loss of accuracy, which can compromise the interpretation of body composition.

BIA should be interpreted with caution in patients with SHPT due to a loss of accuracy, which can compromise the interpretation of body composition.During the introductory semester of treating patients, students are in need of assistance and guidance throughout the assessment and treatment phases of patient care. As novice learners, there is little to no prior knowledge on writing a patient case study presentation. To assist and improve dental hygiene student writing of patient case journals, a scaffold assignment was created. Over the course of the semester students were required to submit five patient case studies in the form of a journal. Each journal had a writing focus with specific directions for each along with a detailed rubric; the final journal encompassing all writing foci. Students communicated with their clinic advisor via Blackboard and a continuous dialogue occurred with responses to questions and constructive feedback. The goal of this assignment was to improve writing skills and critical thinking skills of the student dental hygienist.Refugees may arrive to their destination country with complex mental and physical health challenges. However, healthcare providers often are unprepared to manage refugees’ health-related challenges. An interprofessional team of faculty developed an interprofessional education (IPE) training to help prepare health professions students to address refugees’ health needs. This paper describes the development and assessment of the training. A three-hour case-based training was created with the following format online pre-assessment; introduction; radio story about the experience of local refugees; pre-recorded presentation about healthcare in a detention facility; interprofessional group work in small teams; large group discussion; profession-specific group reflections; and online post-assessment. The training was implemented twice (across two successive years), and an investigation of the study participants’ self-perceived learning was completed after each training. In the first training, 62 participants (representing medicine, occupational therapy, pharmacy, physical therapy, and social work) completed the assessments. In the second training, 151 participants (representing medicine, nursing, occupational therapy, physical therapy, public health, and social work) completed the assessments. In each study, a statistically significant increase in each of four outcome variables was found at post-assessment. check details The findings of each study suggested that perceived learning about refugees’ health and health care improved after participation in a three-hour IPE training.

An interprofessional team-based approach to fall prevention is advocated to address the public health issue of fall-related injuries. The purpose of this study was to analyze fall-related curricular content across graduate physician assistant, nursing, occupational therapy, and physical therapy healthcare programs.

The research team conducted a qualitative thematic analysis of fall risk, assessment, and intervention content in graduate program textbooks, curricular narrative, and course objectives.

The four curricular themes identified were universal fall risks, varied assessments, discipline-based interventions, and minimal interprofessional approaches. All curricula universally covered fall risks. Curricular coverage of fall assessment varied by discipline. The physician assistant and nursing curricula focused on assessing fall risk and safety, while the occupational and physical therapy covered standardized functional assessments. The disciplines of physical and occupational therapy provided curricular instruction in restorative or compensatory interventions. All curricula included the interventions of patient and caregiver education and environmental modifications. Curricular coverage of an interprofessional approach to fall prevention was minimal.

This study identified universal fall risks, varied fall assessments, and discipline-based fall interventions across four graduate healthcare curricula. There was minimal evidence of education in an interprofessional approach to fall prevention.

This study identified universal fall risks, varied fall assessments, and discipline-based fall interventions across four graduate healthcare curricula. There was minimal evidence of education in an interprofessional approach to fall prevention.This mixed-methods study examined the impact of educational space on undergraduate belonging and learning by analyzing the post-event evaluations of 259 healthcare living-learning program (LLP) students who attended co-curricular programming designed to enhance belonging, career exploration, and interprofessional awareness. Students were broken into two groups based on program location. Post-event evaluations were analyzed using a Mann Whitney U-test and thematic analysis. Themes of career exploration and interprofessional awareness/identity formation emerged in the open-ended responses of both groups. Belonging was enhanced/muted by program location. Seemingly superficial, this variable actually reflects the institution’s performance of educational space. The study includes a short discussion regarding the goal of constructing more inclusive educational spaces that support student belonging and success for all students.

Academic achievement is the most important indicator of the success of students in educational activities, but its nature is complex and multifactorial. The purpose of the present study was to determine self-efficacy, self-regulated learning, and motivation as potential factors influencing academic achievement among paramedical students.

In this correlation study, 400 undergraduate students were selected through a stratified random sampling method. The criterion for academic achievement was the student’s grade point average. The data were analyzed using multiple linear regression equation, ANOVA, and independent t-tests.

The mean score of the self-efficacy, self-regulated learning, and motivation was 62.18±9.3, 76.31±11.3, and 81.83±8.58, respectively. Self-regulated learning, self-efficacy, and motivation together accounted for 19.6% of the variance in academic achievement (p<0.001). Self-regulated learning had a direct relationship with academic achievement (p<0.001) and was the better predictor of academic achievement (b=0.