Preliminary evidence-based recommendations for return to learn: a novel pilot study tracking concussed college students
| Autor: | Keisuke Kawata, Mary E Kerby, Zachary W. Bevilacqua, Becca Merritt, Megan E. Huibregtse, David Fletcher, Zhongxue Chen |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
medicine.medical_specialty
Evidence-based practice longitudinal RTL Physical activity return to school Text message 03 medical and health sciences Behavioral traits 0302 clinical medicine mTBI 030225 pediatrics Concussion return to classroom text message medicine phone call 030229 sport sciences medicine.disease return-to-learn Difficulty concentrating Neurology recommendations Physical therapy concussion Anxiety Neurology (clinical) Tracking (education) medicine.symptom Research Article |
| Zdroj: | Concussion |
| ISSN: | 2056-3299 |
| Popis: | Aim: Students re-entering the academic setting after a concussion is commonly referred to as return-to-learn and, to date, very few studies have examined the return-to-learn aspect of concussion recovery. Methodology: Nine college-aged, full-time students who were diagnosed with concussions were monitored throughout their concussion recovery. The severity for five chief symptoms (headache, dizziness, difficulty concentrating, fatigue, anxiety) were recorded six-times per day through text messages, and daily phone calls recorded participant's behavioral traits. Results: We identified five behavioral variables which significantly influenced symptom resolution (music, sleep, physical activity, water and time) (p = 0.0004 to p = 0.036). Additionally, subjects reported math and computer-oriented courses as the most difficult (33 and 44%, respectively). Conclusion: We introduce a novel approach to monitor concussed students throughout their recovery, as well as factors that may influence concussion recovery process. Lay abstract Concussed students and student-athletes returning to the classroom is commonly referred as return-to-learn. To date, there are very few recommendations that can aid students’ concussion recovery in relation to their academic responsibilities. This is trouble giving that every student-athlete is first and foremost a ‘student’. In light of this, we sought to track behavioral factors that might influence the resolution of college students’ concussion symptoms as they recover from their injury and return to their coursework. Students also gave a perception of their recovery, including what types of activities and school accommodations appeared beneficial. In turn, behaviors such as minimizing music, getting more sleep, introducing more physical activity, drinking more water and overall time since injury appeared to help resolving the concussion symptoms. Additionally, students reported that math and computer-oriented courses were the most difficult, and that additional time on assignments/exams and reducing screen brightness were the most beneficial accommodations. These results are the first of their kind and will optimistically lead to recommendations utilized by healthcare professionals. |
| Databáze: | OpenAIRE |
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