Return to Learn ECHO: Telementoring for School Personnel to Help Children Return to School and Learning After Mild Traumatic Brain Injury

ABSTRACT BACKGROUND Return to learn (RTL) after mild traumatic brain injury (mTBI) presents unique challenges for school professionals. A multidisciplinary team approach is necessary yet training school professionals is logistically difficult. This paper describes an innovative pilot RTL program and...

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Veröffentlicht in:The Journal of school health Jg. 92; H. 12; S. 1194 - 1201
Hauptverfasser: McAvoy, Karen, Halstead, Mark, Radecki, Linda, Shah, Amy, Emanuel, Anjie, Domain, Stephanie, Daugherty, Jill, Waltzman, Dana
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Malden, USA Wiley Periodicals, Inc 01.12.2022
Wiley
Blackwell Publishing Ltd
Schlagworte:
Brain
Brain Concussion
Brain damage
Brain injured children
Child
Childrens health
Computer Mediated Communication
Efficacy
Focus Groups
Head Injuries
Health care
Health services
Humans
Injuries
Knowledge Level
Learning
Medical technology
Mentors
mild traumatic brain injury
Multidisciplinary teams
Neurological Impairments
Pediatrics
Polls & surveys
Professional training
Professionals
Program Effectiveness
Program Evaluation
project ECHO
Reentry Students
return to learn
return to play
Return to School
School Personnel
Schools
Self Efficacy
Students
Teachers
Telecommunications
Telemedicine
telementoring
Training
Transitional Programs
Trauma
Traumatic brain injury
telementoring
mild traumatic brain injury
return to play
return to learn
project ECHO
ISSN:0022-4391, 1746-1561, 1746-1561
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Zusammenfassung:ABSTRACT BACKGROUND Return to learn (RTL) after mild traumatic brain injury (mTBI) presents unique challenges for school professionals. A multidisciplinary team approach is necessary yet training school professionals is logistically difficult. This paper describes an innovative pilot RTL program and its evaluation. METHODS Utilizing the telehealth/telementoring program Project ECHO® (Extension for Community Healthcare Outcomes), this study utilized a multidisciplinary team of subject matter experts to deliver five 1‐hour sessions across 5 cohorts of school‐based professionals (total of 133 participants). The evaluation used a mixed‐methods approach of post‐session and post‐program participant surveys and post‐program participant focus groups. RESULTS Participants who completed a post‐program survey reported statistically significant improvements in essential aspects of RTL knowledge and self‐efficacy. This included improvements in how to manage a student with an mTBI (44.8% to 86.9%), benefits of early return to school for students following mTBI (31.8% to 86.9%), and the importance of written RTL policies/procedures (55.1% to 97.1%). CONCLUSIONS This study demonstrates that RTL training via a telementoring approach may be a positive and effective way to train school‐based professionals and improve knowledge and self‐efficacy, especially when attending face‐to‐face trainings are difficult. This model has the potential to produce programmatic and systematic improvements for RTL education.
Bibliographie:This project was supported by the Cooperative Agreement Number, NU38OT000282, funded by the Centers for Disease Control and Prevention. Its contents are solely the responsibility of the faculty and do not necessarily represent the official views of the Centers for Disease Control and Prevention or the Department of Health and Human Services.
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ISSN:0022-4391
1746-1561
1746-1561
DOI:10.1111/josh.13221