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Development and Implementation of a Multi-Disciplinary Technology Enhanced Care Pathway for Youth and Adults with Concussion
Published on: January 20, 2019
Recommendations for Medical Discharge Documentation and Academic Supports for University Students Recovering From
Allyssa K Memmini1, Michael J Popovich, Kristen H Schuyten
1Concussion Center, University of Michigan, Ann Arbor, Michigan (Drs Memmini and Broglio); Department of Health, Exercise & Sports Sciences, University of New Mexico, Albuquerque, New Mexico (Dr Memmini); Department of Neurology, University of Michigan, Ann Arbor, Michigan (Dr Popovich); MedSport Physical Therapy, Michigan Medicine, Ann Arbor, Michigan (Dr Schuyten); Rehabilitation Medicine, University of Washington, Seattle, Washington (Dr Herring); Behavioral Medicine, Brooks Rehabilitation, Jacksonville, Florida (Dr Scott); Department of Community Health & Family Medicine and Department of Neurology, University of Florida, Gainesville, Florida (Dr Clugston); Department of Pediatrics, David Geffen School of Medicine, University of California Los Angeles, Los Angeles, California (Dr Choe); Department of Neurology, Case Western Reserve School of Medicine/University Hospitals, Cleveland, Ohio (Dr Bailey); Department of Orthopedics & Pediatrics, University of Wisconsin-Madison, Madison, Wisconsin (Dr Brooks); Department of Athletics, University of Oklahoma, Norman, Oklahoma (Mr Anderson); Center for Neurotrauma Research, Department of Neurosurgery, Medical College of Wisconsin, Milwaukee, Wisconsin (Dr McCrea); Department of Orthopaedic Surgery, University of Pittsburgh, Pittsburgh, Pennsylvania (Dr Kontos); Department of Health Science, The University of Alabama, Tuscaloosa, Alabama (Dr Wallace); Matthew Gfeller Center and STAR Heel Performance Laboratory, Department of Exercise and Sport Science, The University of North Carolina Chapel Hill, Durham, North Carolina (Dr Mihalik); Department of Kinesiology, California State University, Fullerton, California (Dr Kasamatsu); Athletic Training Programs, A. T. Still University, Mesa, Arizona (Dr McLeod); School of Exercise and Nutritional Sciences, San Diego State University, San Diego, California (Dr Rawlins); School of Nursing, University of Wisconsin-Madison, Madison, Wisconsin (Dr Snedden); Center for Research on Learning & Teaching, University of Michigan, Ann Arbor, Michigan (Dr Kaplan); College of Literature, Science, and the Arts, University of Michigan, Ann Arbor, Michigan (Ms Akani); School of Kinesiology, University of Michigan, Ann Arbor, Michigan (Ms Orr and Dr Hasson); and University of Michigan Athletics, Michigan Medicine, Ann Arbor, Michigan and Department of Orthopaedics, Cleveland Clinic, Cleveland, Ohio (Dr Rifat).
Objective:
This study sought to (1) collate the experiences of university students with concussion history and academic stakeholders through interviews and (2) develop concussion management recommendations for institutions of higher learning using a multidisciplinary Delphi procedure.
Setting:
Remote semistructured interviews and online surveys.
Participants:
The first aim of this study included undergraduate university students with concussion history who did not participate in varsity athletics ( n = 21; 57.1% female), as well as academic faculty/staff with experience assisting university students with their postconcussion academic needs ( n = 7; 71.4% female). The second aim enrolled 22 participants (54.5% female) to serve on the Delphi panel including 9 clinicians, 8 researchers, and 5 academic faculty/staff.
Design:
An exploratory-sequential mixed-methods approach.
Main Measures:
Semistructured interviews were conducted to unveil barriers regarding the return-to-learn (RTL) process after concussion, with emergent themes serving as a general framework for the Delphi procedure. Panelists participated in 3 stages of a modified Delphi process beginning with a series of open-ended questions regarding postconcussion management in higher education. The second stage included anonymous ratings of the recommendations, followed by an opportunity to review and/or modify responses based on the group's consensus.
Results:
The results from the semistructured interviews indicated students felt supported by their instructors; however, academic faculty/staff lacked information on appropriate academic supports and/or pathways to facilitate the RTL process. Of the original 67 statements, 39 achieved consensus (58.2%) upon cessation of the Delphi procedure across 3 main categories: recommendations for discharge documentation (21 statements), guidelines to facilitate a multidisciplinary RTL approach (10 statements), and processes to obtain academic supports for students who require them after concussion (8 statements).
Conclusions:
These findings serve as a basis for future policy in higher education to standardize RTL processes for students who may need academic supports following concussion.
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