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BACKGROUND Preliminary evidence shows the successes of student-run free clinics (SRFC) in improving patient health; however, continued research is required on the effectiveness of student-delivered occupational therapy (OT) for individuals with acquired brain injury (ABI). The purpose of this study was to evaluate the effectiveness of OT treatment on patient outcomes in a SRFC for ABI. METHODS A single-group pre/post study examined the effect of a 12-week OT intervention for 26 individuals with ABI on seven outcome measures using Cohen's d and effect size r for non-normal samples. RESULTS The intervention had a large effect (≥0.8) on upper extremity function, goal improvement, and functional balance, a medium effect (0.5 less then x less then 0.8) on self-perceived physical health and activity participation, and a small effect (0.2 less then x less then 0.5) on cognition and mood outcomes. CONCLUSIONS This is the first study to show the effectiveness of an OT SRFC. Participation in this clinic had a positive effect on activity-based goals, physical, cognitive, health, and psychosocial outcomes of clients with ABI.BACKGROUND Retention in emergency medical services (EMS) is a concern. To evaluate workforce stability within EMS, it is critical to understand factors that may lead an emergency medical technician (EMT) or paramedic to leave the profession. OBJECTIVE We compared the most important factors influencing an EMT or paramedic's decision to leave EMS and determined whether these factors differed between the two certification levels. METHODS We performed a cross-sectional analysis of an electronic questionnaire deployed to EMTs and paramedics who did not renew National EMS Certification in 2017 and were no longer working in EMS. Chi-squared tests with Bonferroni adjustment were used to compare factors between the two groups. RESULTS Of the 5,093 responses, 53.1% (n=2,703) were no longer practicing in EMS and were included in the analyses. GSK2830371 The most important factor for leaving EMS was pursuing education for EMTs (20.6%) and seeking better pay/benefits for paramedics (19.6%). Excluding those considering retirement, 32.4% of EMTs and 16.4% of paramedics (p less then 0.001) stated an intention to return to EMS. CONCLUSION EMTs and paramedics leave EMS for different reasons, and fewer paramedics reported an intention to return. The need for better pay and benefits and lack of career advancement opportunity were common themes.Allied health professionals spend a considerable amount of time listening to and communicating with patients while providing care. The inclusion of appropriate communication skills as a part of the core curriculum for allied health professions is crucial. Metaphorical representations are used by both patients and healthcare providers when communicating. Patients express their symptoms using metaphors and health professionals may use metaphors to facilitate the provider-patient interaction. It is reasonable to expect that allied health faculty would intentionally train their students in the use of metaphor. However, research on knowledge, use, and perception of metaphors among allied health faculty is absent. To address the gap, our study, by using a 13-question online anonymous survey, aimed to 1) assess how well faculty of nutrition, respiratory therapy, athletic training, and occupational therapy programs recognize metaphors, and 2) determine if faculty use metaphors when they have to explain a clinical concept. A total of 366 participants completed the survey. Participants agreed on the value of metaphorical communication and showed a willingness to use metaphors in educational settings to teach a clinical concept. Participants were often not able to correctly identify metaphors when used in sentences.Recent research has identified the relationships between adverse childhood experiences (ACEs) and adult adoption of health risk behaviors, negative health outcomes, and measures of well-being. Given these findings, it is important to consider training models that educate allied health students about the relevance of ACEs to adult health across a myriad of practice settings and equip them with the skills necessary to help patients with a history of ACEs. Physical therapy (PT) and occupational therapy (OT) are key members of the health care team, well positioned to address ACEs with their patients. This study reports on the evaluation of an innovative simulation-based training program, Professional ACE-Informed Training for Health Professionals (PATH), conducted with 26 second-year PT and OT students. Pre- and post-training measures consisted of the General Self-Efficacy Scale, Adult Hope Scale, and a test of knowledge and familiarity with ACEs and trauma-informed care (TIC). Results indicate that self-efficacy, hope, and knowledge of ACEs and TIC increased from pre- to post-tests for both PT and OT students. Qualitative results demonstrate that PT and OT students appreciated participating in the training model and learned a great deal from their experiences; however, they would like even more information and instruction on how to work effectively with patients who have a history of ACEs. Implications of this study and a discussion of the importance of continuing and expanding such training in rehabilitation sciences education and training are provided.Admission into Doctor of Physical Therapy (DPT) programs includes assessment of academic and non-academic metrics. Due to a lack of reliability of non-academic data, programs may base the admission decision solely on academic metrics. The Grit Scale score (GSs) has well-documented reliability associated with perseverance and passion in the context of long-term goals. The purpose of this study was to determine if a relationship exists between the GSs and final cumulative DPT grade point average (GPA) and between the GSs and final DPT class rank, and thus determine if the GSs is a useful non-academic metric in the admission process. METHODS This nonexperimental correlational cohort study examined data from 168 DPT students during the years of 2012-2016 from one eastern university. The 12-item Grit Scale was administered during the on-site DPT application interview as part of the overall application process. Final cumulative DPT GPA and final DPT class rank were obtained from the students' university records. RESULTS There was a moderate, positive, linear correlation between the students' GSs and class rank percentile (r=0.
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