Biomedical subjects

Keli Mu

Publications and source records attributed to Keli Mu.

10 recordsLinked to original sources

PubMed2006

Brains Rule!: a model program for developing professional stewardship among neuroscientists.

Brains Rule! Neuroscience Expositions, funded through a National Institute on Drug Abuse Science Education Drug Abuse Partnership Award, has developed a successful model for informal neuroscience education. Each Exposition is a "reverse science fair" in which neuroscientists present short neuroscience teaching modules to students. This study focuses on results of assessments conducted with neuroscientist presenters during Expositions at two sites, Atlanta, Georgia and Corpus Christi, Texas. The effects of participating in the Expositions on presenters' perceptions of their own presentation and communication skills were evaluated, as was the potential for increased active participation by neuroscientists in future outreach programs. In four of the five Expositions studied, pre- versus post-event surveys demonstrated significant changes in presenters' perceptions of their own abilities to explain neuroscience concepts to children. Over the course of an Exposition, presenters learned to fit their approaches to conveying neuroscience concepts to fifth through eighth graders and learned to link information they presented about the brain and nervous system to children's past experiences to improve comprehension. The present data suggest that Brains Rule! Neuroscience Expositions are effective in improving communication and teaching skills among neuroscience professionals and contribute to professional stewardship by increasing motivation to participate in future informal education programs.

Brain↗

PubMed2004

Interprofessional vs. interdisciplinary services in school-based occupational therapy practice.

Interdisciplinary or transdisciplinary service is strongly advocated in school-based occupational therapy practice. The terms, interdisciplinary and transdisciplinary, however, are not accurate in their use. This paper examines the difference between the terms of discipline and profession and recommends the more precise and appropriate use of interprofession and transprofession related to school-based occupational therapy practice. Occupational therapy is a profession, not a discipline. Using the terms of interprofession and transprofession can benefit the occupational therapy profession by increasing language use precision, facilitating professionalism, and improving interprofessional interactions and collaborations based upon accuracy.

Child↗

PubMed2004

Facilitating participation of students with severe disabilities: aligning school based occupational therapy practice with best practices in severe disabilities.

School-based occupational therapy is the largest employer of occupational therapists. School-based occupational therapists work extensively with students with severe disabilities. Over the past decade, one significant change in the field of severe disabilities has been the advocacy of best practices. This paper discusses the implications of best practices for school-based occupational therapy practice and examines strategies that occupational therapists use to tackle such challenges. Focuses of the discussions are centered on the issues relative to curriculum, educational setting and instructional strategies. The theme of Activity and Participation proposed in International Classification of Functioning (WHO, 2001) guides our discussions. Specific strategies in aligning school-based occupational therapy practice with best practices in severe disabilities are proposed and highlighted.

Adolescent↗

PubMed2004

Effects of interprofessional rural training on students' perceptions of interprofessional health care services.

Interprofessional training has been advocated in the education of students in health care professions to facilitate collaboration and cooperation among health care providers. This study reported on one facet of the outcomes of a larger grant project funded by the Department of Health and Human Services HRSA grant #1-D36 AH 10082-03, which aimed to develop a new and innovative model for interprofessional student training. Over the 3-year period of the project, a total of 111 students from allied health professions including occupational therapy, physical therapy, and pharmacy participated in the project training. Participants' perceptions on interprofessional service were assessed before and after they participated in the project by the Interprofessional Education Perception Scale. Results of a univariate repeated measures two-way analysis of variance revealed a significant increase in participants' positive perceptions regarding interprofessional practice after they participated in the project (p < 0.05), and the significant increases were independent of the duration of the training (p < 0.01 for short-term and long-term training). A significant interaction between the duration of the training and pretest and posttest scores of the participants was found (p < 0.05) and students who participated in long-term training reported more positive attitudes on the posttest. These encouraging findings are supported and strengthened further by the qualitative data of the study, suggesting the training project has a significant impact on allied health students' perceptual attitudes toward interprofessional service delivery. Findings of the study are discussed related to the improvement of quality care and to the recruitment and retentions of health care providers in rural and underserved areas.

Adolescent↗

PubMed2004

Teacher education professionals as partners in health science outreach.

Medical school and other health science outreach programs to educate and recruit precollege students always have relied on successful collaborative efforts. Creighton University shares the value, significance, and strategies of involving teacher education professionals in several of its current outreach programs, including HPPI, Brains Rule! Neuroscience Expositions, and HHMI Build a Human Project. The education department partner serves as an essential team member in the development, implementation, assessment, and dissemination of these projects to promote science and mathematics achievement and interest in medical careers. Specific examples and mistakes to avoid are included.

Adolescent↗

PubMed2003

Stability of tactile defensiveness across cultures: European and American children's responses to the Touch Inventory for Elementary school aged children.

Screening and assessment for single and discrete sensory systems, such as screening for tactile defensiveness, can provide valid information for identifying sensory processing dysfunction of children. Tactile defensiveness may be considered to be a specialized type of what was previously called a sensory integrative disorder and now is termed a sensory modulation disorder. The current study was designed to examine further the phenomenon of tactile defensiveness, particularly the stability of the concept, across different cultures. In this study, the test scores of 28 European children (16 girls and 12 boys of three different nationalities) on the Touch Inventory for Elementary School Aged Children (TIE) were collected and analysed (Royeen and Fortune, 1990). The TIE scores of the European sample were compared with that of the American sample in the original TIE study (Royeen and Fortune, 1990). Results revealed that the mean test scores on the TIE between the American sample and European sample were very similar (n = 415, M = 41.0 vs. n = 28, M = 39.5) and no significant difference was found between the two samples (t = 0.99, p < 0.05). Internal consistency of the TIE on the European sample was found to be good and close to that obtained from the American sample (0.78 vs. 0.89). The current study provides evidence that tactile defensiveness is a stable phenomenon across different cultures as measured by the TIE. Limitations of the study include use of a small and convenient sample of European children. Further studies are recommended to examine tactile defensiveness as a clinical phenomenon.

Child↗

PubMed2002

Brains rule! fun = learning = neuroscience literacy.

Brains Rule! Neuroscience Expositions is a project designed to improve neuroscience literacy among children and the general public by applying a model where neuroscience professionals transfer knowledge and enthusiasm about neuroscience through fun, engaging hands-on activities. This educational model draws strength from many national and local partnerships of neuroscience professionals to coordinate expositions across the country in a variety of local communities. Brains Rule! Neuroscience Expositions uses a flexible science fair-like format to engage children in the process of science and teach about neuroscience concepts, facts, and professions. Neuroscience literacy is important to everyday life and helps individuals better understand themselves, make informed decisions about health and drug use, participate knowledgeably in governmental and social issues, and better understand scientific advancements. In this study, children's ratings of Brains Rule! Neuroscience Expositions activities were analyzed both quantitatively and qualitatively. Analysis of the responses revealed that overall the children perceived the learning activities as fun and interesting and believed that they learned something about the brain and nervous system after engaging in the activities. The Brains Rule! Neuroscience Expositions education model can be an effective tool in improving neuroscience literacy for both children and adults.

Adolescent↗

PubMed2002

Computerized platform posturography for children: test-retest reliability of the sensory test of the VSR System.

The purpose of this study was to examine the consistency of scores from typically developing children on the sensory test of the NeuroCom International VSR System. Participants included 18 children between five and nine years of age. Postural sway was measured using the VSR System, a computerized platform posturography assessment tool. The sensory test protocol examines the relative contributions of the visual, somatosensory, and vestibular systems to maintain postural stability by systematically manipulating the availability and accuracy of sensory inputs. Test-retest intraclass correlation coefficients for all four sensory conditions ranged from .76 to .83.

Child↗

PubMedDate not supplied

Occupational therapists' responses to practice errors in physical rehabilitation settings.

OBJECTIVE: Errors occur in all health care professions. Practice errors, however, have not been systematically examined in occupational therapy. The purpose of this study was to examine occupational therapists' responses to practice errors in physical rehabilitation settings. METHOD: A qualitative focus group research method was used in this study and a total of 35 occupational therapists from four different states who had practice experience in physical rehabilitation settings participated in four focus groups. Focus group discussions were transcribed verbatim and analyzed by two investigators of the study. Qualitative software program, NUD*IST Vivo was used to aid the data analysis process. RESULTS: Five major themes were generated from the data regarding practice errors, which included (1) Concept of practice error: It is against our standards; (2) Perceived causes of practice error: Not just an individual matter; (3) Emotional responses: I felt horrible; (4) Impact on practice: Doing things differently; and (5) Management of practice error: Being honest and taking initiative. Occupational therapists perceived practice error from a broad perspective and identified physical and psychosocial issues as practice error. CONCLUSION: Most practice errors described by participants appeared to be preventable. Despite the tremendous emotional distress in reaction to making an error, participants valued the learning in the experience and made constructive practice changes. Findings of the study have implications for current educational training programs and practice such as the development of clinical reasoning related to patient safety and assertiveness training for hierarchical situations.

Adult↗

PubMedDate not supplied

Occupational therapy practice errors in physical rehabilitation and geriatrics settings: a national survey study.

OBJECTIVES: The purpose of this survey study was to investigate occupational therapy practice errors in physical rehabilitation and geriatric practice settings. METHOD: Two hundred and forty-five (245) out of 994 surveyed occupational therapists who have practiced or currently practice in physical rehabilitation or geriatrics settings responded to a self-developed questionnaire. Descriptive statistical analysis was used to describe practice errors as to the types, causes, impact on, and responses of occupational therapists and work sites. Inferential statistical analysis was used to explore the relationships among different variables of interest including: the effect of the number of years of practice experience on the perceived impact of making errors on practice; the relationship between disclosure or nondisclosure of errors; and the types of coping strategies used by occupational therapists and work site administrators' responses to errors. RESULTS: The vast majority of practice errors occurred during the intervention phase of the occupational therapy process. Misjudgment, lack of preparation, and lack of experience were reported as the top three causes of practice errors. Various coping strategies-such as compensating for the errors by voluntarily devoting additional time for care of the patient, making and following a corrective plan, concentrating on the next step, or not letting errors interfere with daily work-were used by the occupational therapists when errors occurred. The types of coping strategies and work site responses appeared to be associated with the disclosure or nondisclosure of errors. CONCLUSION: Errors occur in occupational therapy practice. Making errors has considerable impact on occupational therapists as well as their future practice. However, disclosure of errors can often lead to positive outcomes.

Communication↗