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From the Sidelines to the Spotlight: Addressing the Gap in Concussion Education and Management for University-Level
Allyssa K Memmini1, Olivia Hutchison, Paola Savvidou
1Author Affiliations: University of New Mexico, Albuquerque, New Mexico (Memmini); Wayne State University, Detroit, Michigan (Hutchison); University of Michigan, Ann Arbor, Michigan (Savvidou, Ng, Jelínková, Beck, and Schuyten); Ohio University, Athens, Ohio (Russell); University of Miami, Coral Gables, Florida (Sinnott); University of Colorado School of Medicine, Aurora, Colorado (Donahue); Children's Hospital of Colorado, Aurora, Colorado (Donahue); University of Southern California, Los Angeles, California (Hentis); Athletes and the Arts, Carmel, Indiana (Dick); Stanford University, Stanford, California (Stanek); Johns Hopkins Hospital, Baltimore, Maryland (Lasner); Michigan State University, East Lansing, Michigan (Wimberly); Oakland University, Rochester, Michigan (Woerner); Restorative Physical Medicine, Novi, Michigan (Skallerud); Skidmore College, Saratoga Springs, New York (Linck); and Artist Rehabilitation Therapy Services, LLC, Boston, Massachusetts (Wiss).
Objective:
University performing artists are an under-represented population in concussion literature. The purposes of this study were to identify (1) areas of improvement regarding concussion education and management and (2) barriers with potential solutions to improve concussion care among university performing arts departments.
Setting:
Electronic survey.
Participants:
The panel (n = 21, mean age = 41.9 ± 11.6 years; 71.4% female) included university-affiliated clinicians (n = 5), sport-related concussion researchers (n = 5), performing arts faculty/staff (n = 7), and students/alumni (n = 4) with self-reported concussion history.
Design:
Modified Delphi technique.
Methods:
During round 1, panelists responded to 4 open-ended response questions regarding concussion education topics in the performing arts, challenges returning to performance, barriers to accessing care, and strategies to support postconcussion management. Constant comparative analysis was used among the research team to generate statements for subsequent rounds of voting. In round 2, panelists anonymously rated the statements using a 9-point scale (1 = strongly disagree, 9 = strongly agree). During round 3, panelists could either uphold or modify their score after reviewing the group's averages.
Main Measures:
Consensus was achieved if the statements earned average group scores ≥7 after round 3.
Results:
After the Delphi process, panelists agreed on 20 topics (60.6%) to be included in future concussion education materials, 21 statements (65.6%) regarding the challenges in returning to performance after concussion, 13 barriers (48.2%) performing arts students experience when seeking care on campus, and 23 strategies (63.9%) to improve postconcussion support.
Conclusion:
These recommendations may support institutional policy development to address the unique gaps in concussion preparation and management among university performing arts departments.
