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Study protocol for a hybrid type 3 effectiveness-implementation trial of a team-based implementation strategy to support educators' use of a social engagement intervention.
Implement Sci
January 2025
University of California, Los Angeles, Los Angeles, CA, 90025, USA.
Background: Remaking Recess (RR) is a school-based evidence-based peer social engagement intervention for autistic students. RR involves direct training and coaching with educators; however, educators face several barriers to implementation at both the individual- and organizational-levels. This protocol paper describes a multi-site study that will test whether an educator-level implementation strategy, coaching, with or without a school-level implementation strategy, school-based teams, will maximize educators' use (fidelity and sustainment) of RR for autistic students and their peers who are socially-isolated, rejected, or peripheral and may need additional support during recess.
View Article and Find Full Text PDFSystematic review of integrated mental and physical health services for children and young people with eating and functional symptoms.
Health Soc Care Deliv Res
January 2025
Primary Care Unit, Department of Public Health and Primary Care, University of Cambridge, UK.
Background: Evidence suggests that by recognising the psychosocial component of illness as equally important to the biological components, care becomes more holistic, and patients can benefit. Providing this type of care requires collaboration among health professionals, rather than working in isolation, to achieve better outcomes. However, there is a lack of evidence about the implementation of integrated health care.
View Article and Find Full Text PDFEvaluation of a Global Initiative for Asthma Education and Implementation Program to Improve Asthma Care Quality (CARE4ALL): Protocol for a Multicenter, Single-Arm Study.
JMIR Res Protoc
January 2025
National Center for Respiratory Medicine; State Key Laboratory of Respiratory Health and Multimorbidity; National Clinical Research Center for Respiratory Diseases; Institute of Respiratory Medicine, Chinese Academy of Medical Sciences; Department of Pulmonary and Critical Care Medicine, Center of Respiratory Medicine, China-Japan Friendship Hospital, Beijing, China.
Background: Poor symptom control and exacerbations of asthma diminish quality of life and pose a significant burden to patients and society. Implementing evidence-based management as recommended by the Global Initiative for Asthma (GINA), especially introducing inhaled corticosteroid-containing treatments, has the potential to vastly reduce exacerbations and the high burden of asthma in China. However, domestic implementation of the GINA recommendations has been unsatisfactory, especially in lower-level hospitals; thus, an enhancement to the awareness of and adherence to the GINA recommendations among Chinese physicians is needed to improve patient outcomes.
View Article and Find Full Text PDFIntegrating Ambulatory Care Pharmacists Into Value-Based Primary Care: A Scalable Solution to Chronic Disease.
J Prim Care Community Health
January 2025
Walgreen Co, Deerfield, IL, USA.
Introduction/objectives: Patients living with chronic diseases require more medical attention, including more visits to primary care. However, primary care providers are overburdened, and this specialty is attracting fewer new providers than before. Clinical pharmacists can augment these efforts by improving disease state control.
View Article and Find Full Text PDFImplementing Team-Based Learning in a First-Year, Doctor of Physical Therapy Clinical Medicine Course.
J Phys Ther Educ
January 2025
Jeff Hartman is an assistant professor in the Doctor of Physical Therapy Program, Department of Family Medicine and Community Health at the University of Wisconsin School of Medicine and Public Health, 5110 Medical Sciences Center, 1300 University Ave. Madison, WI 53706 Please address all correspondence to Jeff Hartman.
Background And Purpose: Team-based learning (TBL) allows students to safely struggle with the complexity of clinical practice, yet there are few reports describing implementation in United States Doctor of Physical Therapy (DPT) education. The purpose of this paper is to report the implementation of TBL in a first-year clinical decision-making course within a DPT Program and compare the learning outcomes to a lecture-based teaching model.
Model/method Description And Evaluation: Team-based learning is an evidence-based, active learning technique whereby students complete clearly communicated, preclass assignments and come to class prepared to apply acquired knowledge and solve real-world scenarios in permanent, predetermined work teams.
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