Papers by Anthony P Breitbach
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Journal of Interprofessional Education and Practice, Mar 1, 2022
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Healthcare, Nov 13, 2018
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PubMed, 2022
Background: Over the past several decades, enhanced health outcomes have been connected to effect... more Background: Over the past several decades, enhanced health outcomes have been connected to effective collaboration among stakeholders. Academic institutions have looked to Interprofessional Education (IPE) to enable effective collaboration and improve health outcomes. However, these programs are not often integrated and aligned with general education/core curricula at their institutions. Methods: IPE faculty engaged in a collaborative process of integrating IPE courses and outcomes with a new university-wide core curriculum for all undergraduate students. This initiative required revising and realigning IPE courses, updating pedagogy, and developing new teaching teams. Results: This process produced a Core Framework, outcomes, essential criteria, and enhanced work across the institution to align IPE competencies to university student learning outcomes. The process also strengthened IP learning as a contributing partner to the overall goals and outcomes of a St. Louis University graduate. Conclusions: The paper describes the iterative process, initial outcomes and the transformation that has occurred during the development of shared goals, shared language, broadening the dialogue and understanding of IPE at the wider university level. Aligning IPE with the Core has strengthened the IPE courses to be more highly valued across the health professions and contributed to even stronger transformational learning experiences of the students and faculty.
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Interprofessional education (IPE) has grown in popularity in recent years, but much work remains ... more Interprofessional education (IPE) has grown in popularity in recent years, but much work remains to be done regarding its evaluation and longitudinal impact, as well as in codifying the attributes of IPE that prepare learners for "collaboration-ready" practice. The present study sought to assess collaboration skill retention or change among graduating seniors who completed an introductory IPE course in 2017, comparing present collaboration skill levels to past levels before and directly after the introductory IPE course using the Self-Assessed Collaboration Skills (SACS) instrument. Additionally, further validation of a collaboration skills instrument was conducted, and qualitative data were gathered to identify collaboration-relevant curricular design elements and generate feedback for continuous program improvement. A final sample of 106 respondents from a variety of professions provided quantitative data, while 91 provided qualitative data. Results suggested that participants retained collaboration skills over the course of their undergraduate education (i.e., 2020 levels as compared to pre-IPE levels in 2017), that IPE evaluation instrumentation requires more cross-contextual and cross-institutional validation, and that students recognize the value in intentional IPE course sequencing for clinical practice. The findings from this study contribute to the further enhancement of IPE outcomes assessment and the design of IPE experiences for fostering collaboration skills among health professional students.
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PubMed, 2017
Organizations recommend interprofessional education (IPE) as a means of promoting collaborative p... more Organizations recommend interprofessional education (IPE) as a means of promoting collaborative patient-centered care. In turn, various external accreditors in the health professions have integrated IPE competencies into their standards. However, little is known about how athletic training (AT) and nutrition and dietetics (ND) have incorporated IPE into their educational programs. This study examined institutional factors that affect the level of IPE participation within ND and AT programs in the United States. The Interprofessional Education Assessment and Planning Instrument for Academic Institutions was distributed electronically to directors of accredited programs in ND and AT. In addition to gathering demographic information, survey questions addressed the institutions' level of involvement and commitment to IPE. Differences emerged between ND and AT programs for several items in the instrument. Factors that affected the differences included program level and academic unit in which the program resides. Results also suggest that ND and AT programs have similar levels of IPE participation, but there are great opportunities for growth. Institutional factors such resource commitment, academic unit type, and level of program may affect implementation and contribute to the development and success of IPE initiatives.
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Journal of Interprofessional Care, Jul 29, 2014
Abstract Athletic trainers (ATs) are healthcare providers who work in collaboration with physicia... more Abstract Athletic trainers (ATs) are healthcare providers who work in collaboration with physicians, nurses, physical therapists and others to provide care to physically active individuals. Founded in 1950, the National Athletic Trainers' Association (NATA) represents certified ATs and other individuals who support the athletic training profession. The Board of Certification (BOC) has the only accredited certification program for ATs in USA. It establishes and regularly reviews both the standards for the practice of athletic training and the continuing education requirements for certified ATs. In order to attain certification, candidates must demonstrate successful completion of either a bachelor's degree or master's degree program accredited by the Commission on Accreditation of Athletic Training Education (CAATE) and pass the BOC certification exam. Currently, there are ∼42 000 ATs practicing in USA, with 48 states who regulate their practice. The purpose of this article is to provide a background for the profession of athletic training as well as describe and discuss the importance of including ATs in interprofessional education and practice initiatives.
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Journal of the Academy of Nutrition and Dietetics, Sep 1, 2014
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Journal of Interprofessional Care, Jul 16, 2020
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Evaluation & the Health Professions, Jan 15, 2018
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The Internet journal of allied health sciences and practice, Apr 1, 2023
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Athletic training education journal, 2023
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Journal of Interprofessional Care, Mar 8, 2021
ABSTRACT As in other areas of healthcare, the quality of patient care in the field of sport scien... more ABSTRACT As in other areas of healthcare, the quality of patient care in the field of sport science and sports medicine (SSSM) could benefit from interprofessional collaboration between the professions involved. As a prerequisite, healthcare providers in the SSSM field should be equipped with positive attitudes and perceptions toward interprofessional collaboration (IPC) and interprofessional education (IPE), however detailed investigations are lacking. This study aimed to collect and compare socio-demographic data as well as interprofessional attitudes of SSSM professionals from an international perspective. Subjects were invited via professional SSSM organizations, personal networks and social media to participate in a cross-sectional online survey. Three-hundred and twenty complete datasets of SSSM professionals from the regions USA (n = 83), Canada (n = 179) and Europe (n = 58) were evaluated. In this survey, socio-demographic data as well as attitudes toward IPC and IPE using the 4 subscales of the University of West of England interprofessional Questionnaire (UWE-IP) were collected and analyzed with descriptive and inferential statistics. In the socio-demographic data, there was a diversity of participants representing different regional healthcare, sports and educational framing conditions. On average, in all regions clear positive attitudes were shown in the UWE-IP subscales communication & teamwork, interprofessional learning and interprofessional relationship, whereas in the subscale interprofessional interaction negative perceptions were observed on average across all regions. Significant effects of participants’ demographic variables region, age and gender on some of the subscales were detected. Practitioners in the SSSM field have a high willingness and a beneficial preparedness for IPC and IPE, however, the framing conditions and the systems the respondents surveyed are working in do not support IPC. Interprofessional settings in learning and in workplace (e.g., theme-centred workshops, patient-centred case studies, health promotion activities) may help to improve interprofessional interactions in SSSM.
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Athletic training education journal, 2018
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Nurse Education in Practice, Feb 1, 2023
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Athletic training education journal, 2013
Context Success on the Board of Certification (BOC) examination is necessary to obtain the Certif... more Context Success on the Board of Certification (BOC) examination is necessary to obtain the Certified Athletic Trainer (ATC) credential. First attempt pass rates have historically been an issue in the profession. Objective The purpose of this exploratory study was to examine the impact of coping, locus of control, and academic worry on first-attempt passing rates on the Board of Certification (BOC) examination. Study strategies for the BOC examination were also investigated. Design Survey-based design. Setting Participants were recruited through e-mails sent to Commission on Accreditation of Athletic Training Education–accredited entry-level program directors that were forwarded to recent program graduates, who then accessed the survey instrument via the web link located within the original e-mail. Patients or Other Participants The research sample consisted of 145 newly graduated athletic training (AT) students, who challenged the BOC examination between April and October in 2010. Data Collection and Analysis The survey instrument included three sections of items used to measure the elements of locus of control, coping methods, and academic worry. Analyses explored the relationships between these factors and first-attempt pass rates on the BOC examination. Results Data from this exploratory study suggest that candidates experiencing psychological factors, such as high academic worry, emotion-focused coping mechanisms, and an external locus of control, have a lower first-attempt pass rate on the examination. These candidates also use multiple strategies to prepare for the exam. Conclusions The AT programs might be able to help students better prepare for the BOC examination by addressing these psychological issues and using multiple study strategies and structured preparation activities. Further studies are needed to confirm this finding.
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Sports, Aug 18, 2017
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International Journal of Environmental Research and Public Health, Jul 26, 2022
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Health and interprofessional practice, 2018
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Papers by Anthony P Breitbach