2026-03-03
S. Andrew Cage et al.
Purpose: The purpose of this project was to describe the appeal of an electrolyte hydration beverage for individuals participating in collegiate athletics. A secondary purpose of this project was to describe the acute impact of the examined beverage on the gastrointestinal tract. Methods: A total 100 individuals participating in collegiate athletics were enrolled in this study (age = 21 ± 2 years, Male = 51, Female = 49). Each participant was provided a packet of electrolyte drink mix (EverLyte ® sticks, Kent Precision Foods Group, Inc., Muscatine, IA). Participants were instructed to combine the drink mix with a bottle of chilled water and consume the beverage before, during, or after organized team practices when preparing for competition. Individuals were then asked to complete an electronic survey after drinking the beverage. The survey included questions obtaining demographic information, the participants’ thoughts on the beverage from the standpoint of appearance, taste, texture, smell, and overall appeal, preference of the beverage over water or other hydration options, and gastrointestinal symptoms that presented after drinking the beverage. Results: The majority of participants reported positive impressions of the beverage that was assessed. 98% (N = 98) responded “Like Extremely”, “Like”, or “Like Somewhat” when asked about their overall impressions of the beverage. Of the 100 participants, only five reported mild bloating. None of the participants in this study reported moderate or severe gastrointestinal symptoms after drinking the beverage. Conclusions: In conclusion, this study found that the electrolyte beverage tested was well received by the tested group of individuals participating in collegiate athletics. Proper hydration behaviors are critical for decreasing the risk of the negative physical and cognitive effects brought on by dehydration. Sports medicine professionals, coaching staffs, and athletics administrators seeking to encourage proper hydration behavior should consider using a similar hydration strategy. Future research should be conducted to determine the effects of electrolyte beverages on body weight lost during activity, urinary specific gravity, and muscle performance. This information will be valuable in formulating optimal, and appealing, hydration beverage formulations for individuals participating in physical activity.
2026-03-03
Matthew Mills et al.
Purpose: Simulations have been increasingly used in health science education to supplement clinical experience. There is evidence of the benefits of high-fidelity simulation (HFS) with debriefing, but HFS is costly and time-intensive to administer. Low-fidelity simulation (LFS) has been proposed as an alternative that is easier to scale and more cost-effective; however, the evidence surrounding its impact on students is mixed, possibly because debriefing is frequently omitted in LFS. Methods: A randomized experimental mixed methods cross-over control study was performed to evaluate the impact of a structured debriefing session following an interactive computer-based low-fidelity simulation on the self-efficacy and anxiety of health profession students. 16 first-year graduate health profession students at a small New England College. Results: Students who received a structured debriefing session had significantly improved self-efficacy compared to those who did not. There was also a significant inverse relationship between state anxiety and generalized self-efficacy at baseline. This study found that there was a significant negative relationship between state anxiety and self-efficacy but no persistent changes in self-efficacy following a five-week wash-out period. Conclusion: This research may serve as guidance for healthcare educators looking to implement simulation within their curriculum, as it may give insights as to the advantages and disadvantages of LFS concerning the improvement of self-efficacy in students. This study should also influence how frequently educators choose to deploy LFS activities to maximize the outcomes concerning improvements in self-efficacy.
2026-03-03
Samantha Sheridan et al.
Introduction: There is a need for evidence-based pre-employment physical fitness test standards in paramedic organisations. This study aimed to assess the feasibility of implementing an existing, international, standardised pre-employment paramedic physical capacity test, the Ottawa Paramedic Physical Abilities Test (OPPAT TM ), in the Australian context. Methods: In this mixed-method feasibility study, 12 undergraduate paramedicine students completed two generic predictive tests - a three-minute step test (3MST 20 ) and a grip strength test - and two physical employment tests: the Ottawa Paramedic Physical Abilities Test (OPPAT TM ) and the New South Wales Ambulance Test (NSWAT) – and a brief perception questionnaire after each test. Physiological data were collected during testing using Hexoskin® devices and analysed descriptively. Qualitative data relating to participant and investigator perceptions of the feasibility of the tests for use in the Australian paramedicine context were analysed through content analysis. Results: Of the 12 participants, six met the criteria to begin all physical tests. Two successfully completed all physical tests, measured by current pre-employment requirements. Participants reported feeling underprepared for the current physical employment standards and were uncertain about the physical capacity demands of the paramedic role. All the physical tests were considered, in part, feasible based on participant performance, cost, time requirements for test setup, and perceived job relatedness criteria; however, the OPPAT TM was considered most relevant to the paramedic role. Conclusion: The OPPAT TM is adaptable and likely feasible for application in Australian ambulance services as a physical pre-employment test that could be implemented by universities within curricula for student physical preparation. Current student paramedics, however, may not be sufficiently physically prepared for the test. Further work is needed to ensure standardised and appropriate student paramedic preparation, and pre-employment testing specific to the paramedic role, supporting both staff and patient safety.
2026-03-03
Sylvia Langlois et al.
Purpose: Shared decision making (SDM) in health care teams involves partnering with the patient and family to consider treatment options, prioritizing their values and preferences while collaboratively determining the best care plan. Previous research on SDM in rural South India has only focused on adult populations receiving in-person care. This study aimed to understand parent perception of the SDM approach implemented in telerehabilitation services offered by Amar Seva Sangam Ayikudy to children with disabilities in a rural Southern Indian setting. Methods : A convergent parallel mixed-methods design was utilized. Quantitative data was collected from 187 participants using a SDM measure examining parents’ perceptions of whether SDM was implemented. Additional qualitative data was gathered through 3 virtual focus groups. Results : Most SDM measure respondents (71.7%) reported engaging in SDM, a finding also shared by parents in the focus groups. Thematic analysis of focus group responses revealed four themes: intentionally positioning the parent as an expert within the care team, building capacity and transferring knowledge, enhancing participation through in-person community resource worker support, and valuing the family context in making decisions. Additionally, parents requested more treatment sessions to address their children’s needs. Conclusions : This study enhances understanding of parent engagement in the SDM process with the team providing telerehabilitation services. These insights may guide family engagement in virtual service provision in other settings.
2026-03-03
Kathryn E. Sawyer et al.
Purpose: As demand for pediatric clinical placements increases, innovative supervision models are needed to expand capacity while supporting student learning. Grounded in situated learning and Communities of Practice theory, a 4:1 collaborative clinical education model was designed with four students to one clinical instructor (CI). This study explored how participation in this 4:1 collaborative pediatric clinical education model influenced physical therapy students’ learning, professional identity development, and clinical practice. Method: A qualitative study using a social constructivist paradigm was conducted. Nine Doctor of Physical Therapy students who completed a 4:1 collaborative pediatric clinical placement participated in semi-structured interviews immediately following the experience. Interviews were transcribed verbatim and analyzed using constant comparative methodology and thematic analysis. Two researchers independently coded transcripts, developed a shared codebook, and ensured analytic rigor through researcher triangulation, audit trails, consensus meetings, and NVivo reliability checks (percent agreement 99.06%, κ = 0.75). Data saturation was achieved after nine interviews. Results: Three major themes emerged: (1) Learning environment: students described a psychologically safe, supportive, and informal environment that encouraged inquiry, collaboration, and risk-taking; (2) Communication and interpersonal dynamics: peer feedback, shared decision-making, and caregiver communication enhanced confidence and interpersonal awareness; and (3) Student taking ownership: students progressed from reliance on the clinical instructor to increasing autonomy and initiative in patient care. The overarching theme, Shared Steps to Independence, reflected how peers and the clinical instructor collectively supported students as they moved from peripheral participation toward independent practice. Students valued learning alongside peers and described the clinical instructor as approachable and collaborative; however, some desired more structured feedback within the otherwise informal setting. Conclusions: The 4:1 collaborative model supported clinical skill development while also fostering professional identity formation and confidence. Functioning as a Community of Practice, the model provided psychological safety, shared responsibility, and opportunities for autonomy. These findings suggest the 4:1 collaborative model may expand clinical placement capacity while enhancing student learning outcomes. Programs implementing this approach should include clear expectations and structured feedback to maximize learning.
2026-03-03
Ryan Persaud
Purpose: This paper examines cultural competence in pharmacy patient care coordination, specifically focusing on access barriers faced by diverse patient populations and evidence-based interventions to address these challenges. Methods: A comprehensive literature review examined access barriers for Native American, African American, Asian American, and Hispanic American patient populations in pharmacy settings, identifying culturally competent interventions for their effectiveness in improving medication access. Results: Each population faces distinct barriers including geographic isolation for Native Americans, economic and transportation challenges for African Americans, language and cultural navigation issues for Asian Americans, and immigration-related concerns for Hispanic Americans. Effective interventions include telepharmacy services, mobile pharmacy programs, interpreter services, and community partnerships that address population-specific needs. Conclusions: Cultural competence in pharmacy care coordination is essential for reducing medication access disparities and improving health outcomes across diverse populations. Targeted, culturally responsive strategies can significantly enhance pharmaceutical care equity and should be implemented systematically in patient care coordination programs.
2026-03-03
Jameson Tade et al.
Purpose: Type 2 diabetes mellitus (T2DM) is a major health challenge in the United States, affecting over 36 million Americans exceeding $105 billion annually in treatment-related costs. 1,2 Type 2 diabetes affects some populations more than others, including rural and veteran populations. 1,3 Registered dietitians (RDs) are an integral part of the diabetes management team, but limited literature is available to identify perceived barriers to T2DM management in military veterans who preside in rural areas. The purpose of this study was to explore face and content validity of a survey tool distributed to Veterans Health Administration (VHA) dietitians in a separate study to obtain their perspectives on barriers and facilitators to rural veterans’ successful management of T2DM. Methods: Five RDs completed the content validity survey, which consisted of scoring survey items based on a 1-4 level of agreement, attending to the clarity and flow of survey items to achieve face and content validity. The RDs then participated in a follow-up focus group to expound on survey results and to obtain narrative feedback about the survey tool. Survey results were scored through methodologies described by Yusoff 4 for face and content validity. Focus group comments were combined with survey results to inform changes to the primary survey. Results: A content validity score of 1.0 was calculated and content validity was achieved based on cutoff scores identified in the literature. 4 A face validity score of 0.977 was calculated and indicated face validity was achieved based on cut off scores as well as narrative feedback from the expert panel. 5 Changes to the survey included the addition of items related to social media influence, as well as diabetic device accessibility and use. Conclusion: The survey tool demonstrates adequate face and content validity for a survey tool to obtain registered dietitians’ perceived barriers and facilitators to type 2 diabetes management in rural veterans. To our knowledge, this is the first tool of its kind and may serve as a template for other health disciplines to add to the body of literature related to working with the rural veteran population.