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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Vydáno v:The Journal of school health Ročník 92; číslo 12; s. 1194 - 1201
Hlavní autoři: McAvoy, Karen, Halstead, Mark, Radecki, Linda, Shah, Amy, Emanuel, Anjie, Domain, Stephanie, Daugherty, Jill, Waltzman, Dana
Médium: Journal Article
Jazyk:angličtina
Vydáno: Malden, USA Wiley Periodicals, Inc 01.12.2022
Wiley
Blackwell Publishing Ltd
Témata:
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
On-line přístup:Získat plný text
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Abstract 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.
AbstractList BACKGROUNDReturn 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.METHODSUtilizing 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.RESULTSParticipants 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%).CONCLUSIONSThis 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.
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.
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.BACKGROUNDReturn 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.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.METHODSUtilizing 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.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%).RESULTSParticipants 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%).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.CONCLUSIONSThis 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.
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. 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. 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%). 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.
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.
Author Radecki, Linda
Daugherty, Jill
McAvoy, Karen
Waltzman, Dana
Shah, Amy
Emanuel, Anjie
Domain, Stephanie
Halstead, Mark
AuthorAffiliation 8 Centers for Disease Control and Prevention 4770 Buford Highway Atlanta GA 30341 USA
1 Brain Injury Educational Consulting Colorado LLC 631 Peterson Street Fort Collins CO 80524 USA
7 Centers for Disease Control and Prevention 4770 Buford Highway Atlanta GA 30341 USA
3 RadeckiResearch LLC San Diego CA 92103 USA
5 Child Safety, Health and Wellness American Academy of Pediatrics 345 Park Blvd Itasca IL 60143 USA
6 Child Safety, Health and Wellness American Academy of Pediatrics 345 Park Blvd Itasca IL 60143 USA
2 Departments of Pediatrics and Orthopedic Surgery Washington University 20 Progress Point Parkway, Suite 114 O'Fallon MO 63368 USA
4 ECHO Initiatives American Academy of Pediatrics 345 Park Blvd Itasca IL 60143 USA
AuthorAffiliation_xml – name: 6 Child Safety, Health and Wellness American Academy of Pediatrics 345 Park Blvd Itasca IL 60143 USA
– name: 8 Centers for Disease Control and Prevention 4770 Buford Highway Atlanta GA 30341 USA
– name: 1 Brain Injury Educational Consulting Colorado LLC 631 Peterson Street Fort Collins CO 80524 USA
– name: 3 RadeckiResearch LLC San Diego CA 92103 USA
– name: 2 Departments of Pediatrics and Orthopedic Surgery Washington University 20 Progress Point Parkway, Suite 114 O'Fallon MO 63368 USA
– name: 4 ECHO Initiatives American Academy of Pediatrics 345 Park Blvd Itasca IL 60143 USA
– name: 5 Child Safety, Health and Wellness American Academy of Pediatrics 345 Park Blvd Itasca IL 60143 USA
– name: 7 Centers for Disease Control and Prevention 4770 Buford Highway Atlanta GA 30341 USA
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Issue 12
Keywords telementoring
mild traumatic brain injury
return to play
return to learn
project ECHO
Language English
License Attribution-NonCommercial-NoDerivs
2022 The Authors. Journal of School Health published by Wiley Periodicals LLC on behalf of American School Health Association.
This is an open access article under the terms of the http://creativecommons.org/licenses/by-nc-nd/4.0/ License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made.
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Notes 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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PublicationTitle The Journal of school health
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References 2018; 142
2010; 16
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Snippet ABSTRACT BACKGROUND Return to learn (RTL) after mild traumatic brain injury (mTBI) presents unique challenges for school professionals. A multidisciplinary...
Background: Return to learn (RTL) after mild traumatic brain injury (mTBI) presents unique challenges for school professionals. A multidisciplinary team...
Return to learn (RTL) after mild traumatic brain injury (mTBI) presents unique challenges for school professionals. A multidisciplinary team approach is...
BACKGROUNDReturn to learn (RTL) after mild traumatic brain injury (mTBI) presents unique challenges for school professionals. A multidisciplinary team approach...
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SubjectTerms 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
Title Return to Learn ECHO: Telementoring for School Personnel to Help Children Return to School and Learning After Mild Traumatic Brain Injury
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