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Ryan C Fang - One of the best experts on this subject based on the ideXlab platform.
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a multicenter multidisciplinary evaluation of 1701 healthcare professional students lgbt cultural competency comparisons between dental medical occupational therapy pharmacy physical therapy Physician Assistant and social work students
PLOS ONE, 2020Co-Authors: Dustin Nowaskie, Anuj U Patel, Ryan C FangAbstract:Background Efforts to characterize healthcare professional students’ lesbian, gay, bisexual, and transgender (LGBT) cultural competency are necessary to recommend educational initiatives. Very few studies have evaluated LGBT cultural competency across multiple healthcare disciplines, and no known studies have included students of other healthcare disciplines such as occupational therapy, pharmacy, physical therapy, and Physician Assistant. Methods Healthcare professional students (N = 1701) at three universities across the United States completed a survey consisting of demographics, experiential variables (i.e., LGBT patients and LGBT curricular hours), and the 7-point Likert LGBT-Development of Clinical Skills Scale (LGBT-DOCSS). LGBT-DOCSS scores, annual LGBT patients, and annual LGBT curricular hours were compared across healthcare disciplines. Results While students reported very high Attitudinal Awareness (M = 6.48, SD = 0.92), they endorsed moderate Basic Knowledge (M = 5.54, SD = 1.16) and low Clinical Preparedness (M = 3.78, SD = 1.28). After controlling for several demographic and experiential variables, there were significant differences among healthcare disciplines on LGBT-DOCSS scores, with social work students reporting the highest on all scores, and dental students reporting the lowest on all scores except Clinical Preparedness. There were also significant differences among healthcare disciplines on annual LGBT patients [mean range: 0.57 (dental) to 7.59 (Physician Assistant)] and annual LGBT curricular hours [mean range: 0.51 (occupational therapy) to 5.64 (social work)]. Experiential variables were significant predictors for Overall LGBT-DOCSS, Clinical Preparedness, and Basic Knowledge (all p < 0.001); LGBT patients was also a significant predictor for Attitudinal Awareness (p < 0.05). Conclusions Taken together, significant differences in LGBT cultural competency exist across healthcare disciplines, which may result from inadequate experiences with LGBT patients and LGBT curricular education. Future efforts should consider increasing LGBT patient contact hours and LGBT formal education hours to enhance healthcare students’ LGBT cultural competency.
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A multicenter, multidisciplinary evaluation of 1701 healthcare professional students' LGBT cultural competency: Comparisons between dental, medical, occupational therapy, pharmacy, physical therapy, Physician Assistant, and social work students.
'Public Library of Science (PLoS)', 2020Co-Authors: Dustin Nowaskie, Anuj U Patel, Ryan C FangAbstract:BACKGROUND:Efforts to characterize healthcare professional students' lesbian, gay, bisexual, and transgender (LGBT) cultural competency are necessary to recommend educational initiatives. Very few studies have evaluated LGBT cultural competency across multiple healthcare disciplines, and no known studies have included students of other healthcare disciplines such as occupational therapy, pharmacy, physical therapy, and Physician Assistant. METHODS:Healthcare professional students (N = 1701) at three universities across the United States completed a survey consisting of demographics, experiential variables (i.e., LGBT patients and LGBT curricular hours), and the 7-point Likert LGBT-Development of Clinical Skills Scale (LGBT-DOCSS). LGBT-DOCSS scores, annual LGBT patients, and annual LGBT curricular hours were compared across healthcare disciplines. RESULTS:While students reported very high Attitudinal Awareness (M = 6.48, SD = 0.92), they endorsed moderate Basic Knowledge (M = 5.54, SD = 1.16) and low Clinical Preparedness (M = 3.78, SD = 1.28). After controlling for several demographic and experiential variables, there were significant differences among healthcare disciplines on LGBT-DOCSS scores, with social work students reporting the highest on all scores, and dental students reporting the lowest on all scores except Clinical Preparedness. There were also significant differences among healthcare disciplines on annual LGBT patients [mean range: 0.57 (dental) to 7.59 (Physician Assistant)] and annual LGBT curricular hours [mean range: 0.51 (occupational therapy) to 5.64 (social work)]. Experiential variables were significant predictors for Overall LGBT-DOCSS, Clinical Preparedness, and Basic Knowledge (all p < 0.001); LGBT patients was also a significant predictor for Attitudinal Awareness (p < 0.05). CONCLUSIONS:Taken together, significant differences in LGBT cultural competency exist across healthcare disciplines, which may result from inadequate experiences with LGBT patients and LGBT curricular education. Future efforts should consider increasing LGBT patient contact hours and LGBT formal education hours to enhance healthcare students' LGBT cultural competency
Dustin Nowaskie - One of the best experts on this subject based on the ideXlab platform.
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a multicenter multidisciplinary evaluation of 1701 healthcare professional students lgbt cultural competency comparisons between dental medical occupational therapy pharmacy physical therapy Physician Assistant and social work students
PLOS ONE, 2020Co-Authors: Dustin Nowaskie, Anuj U Patel, Ryan C FangAbstract:Background Efforts to characterize healthcare professional students’ lesbian, gay, bisexual, and transgender (LGBT) cultural competency are necessary to recommend educational initiatives. Very few studies have evaluated LGBT cultural competency across multiple healthcare disciplines, and no known studies have included students of other healthcare disciplines such as occupational therapy, pharmacy, physical therapy, and Physician Assistant. Methods Healthcare professional students (N = 1701) at three universities across the United States completed a survey consisting of demographics, experiential variables (i.e., LGBT patients and LGBT curricular hours), and the 7-point Likert LGBT-Development of Clinical Skills Scale (LGBT-DOCSS). LGBT-DOCSS scores, annual LGBT patients, and annual LGBT curricular hours were compared across healthcare disciplines. Results While students reported very high Attitudinal Awareness (M = 6.48, SD = 0.92), they endorsed moderate Basic Knowledge (M = 5.54, SD = 1.16) and low Clinical Preparedness (M = 3.78, SD = 1.28). After controlling for several demographic and experiential variables, there were significant differences among healthcare disciplines on LGBT-DOCSS scores, with social work students reporting the highest on all scores, and dental students reporting the lowest on all scores except Clinical Preparedness. There were also significant differences among healthcare disciplines on annual LGBT patients [mean range: 0.57 (dental) to 7.59 (Physician Assistant)] and annual LGBT curricular hours [mean range: 0.51 (occupational therapy) to 5.64 (social work)]. Experiential variables were significant predictors for Overall LGBT-DOCSS, Clinical Preparedness, and Basic Knowledge (all p < 0.001); LGBT patients was also a significant predictor for Attitudinal Awareness (p < 0.05). Conclusions Taken together, significant differences in LGBT cultural competency exist across healthcare disciplines, which may result from inadequate experiences with LGBT patients and LGBT curricular education. Future efforts should consider increasing LGBT patient contact hours and LGBT formal education hours to enhance healthcare students’ LGBT cultural competency.
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A multicenter, multidisciplinary evaluation of 1701 healthcare professional students' LGBT cultural competency: Comparisons between dental, medical, occupational therapy, pharmacy, physical therapy, Physician Assistant, and social work students.
'Public Library of Science (PLoS)', 2020Co-Authors: Dustin Nowaskie, Anuj U Patel, Ryan C FangAbstract:BACKGROUND:Efforts to characterize healthcare professional students' lesbian, gay, bisexual, and transgender (LGBT) cultural competency are necessary to recommend educational initiatives. Very few studies have evaluated LGBT cultural competency across multiple healthcare disciplines, and no known studies have included students of other healthcare disciplines such as occupational therapy, pharmacy, physical therapy, and Physician Assistant. METHODS:Healthcare professional students (N = 1701) at three universities across the United States completed a survey consisting of demographics, experiential variables (i.e., LGBT patients and LGBT curricular hours), and the 7-point Likert LGBT-Development of Clinical Skills Scale (LGBT-DOCSS). LGBT-DOCSS scores, annual LGBT patients, and annual LGBT curricular hours were compared across healthcare disciplines. RESULTS:While students reported very high Attitudinal Awareness (M = 6.48, SD = 0.92), they endorsed moderate Basic Knowledge (M = 5.54, SD = 1.16) and low Clinical Preparedness (M = 3.78, SD = 1.28). After controlling for several demographic and experiential variables, there were significant differences among healthcare disciplines on LGBT-DOCSS scores, with social work students reporting the highest on all scores, and dental students reporting the lowest on all scores except Clinical Preparedness. There were also significant differences among healthcare disciplines on annual LGBT patients [mean range: 0.57 (dental) to 7.59 (Physician Assistant)] and annual LGBT curricular hours [mean range: 0.51 (occupational therapy) to 5.64 (social work)]. Experiential variables were significant predictors for Overall LGBT-DOCSS, Clinical Preparedness, and Basic Knowledge (all p < 0.001); LGBT patients was also a significant predictor for Attitudinal Awareness (p < 0.05). CONCLUSIONS:Taken together, significant differences in LGBT cultural competency exist across healthcare disciplines, which may result from inadequate experiences with LGBT patients and LGBT curricular education. Future efforts should consider increasing LGBT patient contact hours and LGBT formal education hours to enhance healthcare students' LGBT cultural competency
Anuj U Patel - One of the best experts on this subject based on the ideXlab platform.
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a multicenter multidisciplinary evaluation of 1701 healthcare professional students lgbt cultural competency comparisons between dental medical occupational therapy pharmacy physical therapy Physician Assistant and social work students
PLOS ONE, 2020Co-Authors: Dustin Nowaskie, Anuj U Patel, Ryan C FangAbstract:Background Efforts to characterize healthcare professional students’ lesbian, gay, bisexual, and transgender (LGBT) cultural competency are necessary to recommend educational initiatives. Very few studies have evaluated LGBT cultural competency across multiple healthcare disciplines, and no known studies have included students of other healthcare disciplines such as occupational therapy, pharmacy, physical therapy, and Physician Assistant. Methods Healthcare professional students (N = 1701) at three universities across the United States completed a survey consisting of demographics, experiential variables (i.e., LGBT patients and LGBT curricular hours), and the 7-point Likert LGBT-Development of Clinical Skills Scale (LGBT-DOCSS). LGBT-DOCSS scores, annual LGBT patients, and annual LGBT curricular hours were compared across healthcare disciplines. Results While students reported very high Attitudinal Awareness (M = 6.48, SD = 0.92), they endorsed moderate Basic Knowledge (M = 5.54, SD = 1.16) and low Clinical Preparedness (M = 3.78, SD = 1.28). After controlling for several demographic and experiential variables, there were significant differences among healthcare disciplines on LGBT-DOCSS scores, with social work students reporting the highest on all scores, and dental students reporting the lowest on all scores except Clinical Preparedness. There were also significant differences among healthcare disciplines on annual LGBT patients [mean range: 0.57 (dental) to 7.59 (Physician Assistant)] and annual LGBT curricular hours [mean range: 0.51 (occupational therapy) to 5.64 (social work)]. Experiential variables were significant predictors for Overall LGBT-DOCSS, Clinical Preparedness, and Basic Knowledge (all p < 0.001); LGBT patients was also a significant predictor for Attitudinal Awareness (p < 0.05). Conclusions Taken together, significant differences in LGBT cultural competency exist across healthcare disciplines, which may result from inadequate experiences with LGBT patients and LGBT curricular education. Future efforts should consider increasing LGBT patient contact hours and LGBT formal education hours to enhance healthcare students’ LGBT cultural competency.
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A multicenter, multidisciplinary evaluation of 1701 healthcare professional students' LGBT cultural competency: Comparisons between dental, medical, occupational therapy, pharmacy, physical therapy, Physician Assistant, and social work students.
'Public Library of Science (PLoS)', 2020Co-Authors: Dustin Nowaskie, Anuj U Patel, Ryan C FangAbstract:BACKGROUND:Efforts to characterize healthcare professional students' lesbian, gay, bisexual, and transgender (LGBT) cultural competency are necessary to recommend educational initiatives. Very few studies have evaluated LGBT cultural competency across multiple healthcare disciplines, and no known studies have included students of other healthcare disciplines such as occupational therapy, pharmacy, physical therapy, and Physician Assistant. METHODS:Healthcare professional students (N = 1701) at three universities across the United States completed a survey consisting of demographics, experiential variables (i.e., LGBT patients and LGBT curricular hours), and the 7-point Likert LGBT-Development of Clinical Skills Scale (LGBT-DOCSS). LGBT-DOCSS scores, annual LGBT patients, and annual LGBT curricular hours were compared across healthcare disciplines. RESULTS:While students reported very high Attitudinal Awareness (M = 6.48, SD = 0.92), they endorsed moderate Basic Knowledge (M = 5.54, SD = 1.16) and low Clinical Preparedness (M = 3.78, SD = 1.28). After controlling for several demographic and experiential variables, there were significant differences among healthcare disciplines on LGBT-DOCSS scores, with social work students reporting the highest on all scores, and dental students reporting the lowest on all scores except Clinical Preparedness. There were also significant differences among healthcare disciplines on annual LGBT patients [mean range: 0.57 (dental) to 7.59 (Physician Assistant)] and annual LGBT curricular hours [mean range: 0.51 (occupational therapy) to 5.64 (social work)]. Experiential variables were significant predictors for Overall LGBT-DOCSS, Clinical Preparedness, and Basic Knowledge (all p < 0.001); LGBT patients was also a significant predictor for Attitudinal Awareness (p < 0.05). CONCLUSIONS:Taken together, significant differences in LGBT cultural competency exist across healthcare disciplines, which may result from inadequate experiences with LGBT patients and LGBT curricular education. Future efforts should consider increasing LGBT patient contact hours and LGBT formal education hours to enhance healthcare students' LGBT cultural competency
Ardis Hanson - One of the best experts on this subject based on the ideXlab platform.
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libguides Physician Assistant library guide pa textbooks
2017Co-Authors: Ardis HansonAbstract:This LibGuide is to provide an overview and current awareness of resources and services available to faculty and students of the USF Health Physician Assistant program.
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libguides Physician Assistant library guide pa resources
2017Co-Authors: Ardis HansonAbstract:This LibGuide is to provide an overview and current awareness of resources and services available to faculty and students of the USF Health Physician Assistant program. Quick access to the most popular PA resources.
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libguides Physician Assistant library guide evidence based practice
2017Co-Authors: Ardis HansonAbstract:This LibGuide is to provide an overview and current awareness of resources and services available to faculty and students of the USF Health Physician Assistant program.
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libguides Physician Assistant library guide levels of evidence
2017Co-Authors: Ardis HansonAbstract:This LibGuide is to provide an overview and current awareness of resources and services available to faculty and students of the USF Health Physician Assistant program.
Cohen S. R. - One of the best experts on this subject based on the ideXlab platform.
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A comparison of personality types among students enrolled in osteopathic, pharmacy, physical therapy, Physician Assistant and occupational programs: What the differences mean
NSUWorks, 1998Co-Authors: Hardigan, Patrick C., Cohen S. R.Abstract:This study compared personality traits of students in five health professions. The Myers-Briggs Type Indicator was completed by 1,508 osteopathic students, 654 pharmacy students, 165 physical therapy students, 211 Physician Assistant students, and 70 occupational therapy students. Comparing the extrovert/introvert dimension revealed that pharmacy students were more likely to score as introverted whereas students enrolled in the four other health fields were more likely to score as extroverts. Pharmacy students were more inclined to use the sensing function, while a greater proportion of osteopathic students preferred the intuitive function. For the five health professions, there were no significant differences across the thinking/feeling dimension. On the judgment/perception construct, pharmacy students were likely to favor the perceiving function. The dominant profile for osteopathic and Physician Assistant students was ESTJ, meaning that they are practical, realistic, with a natural head for business or mechanics. The dominant profile for physical and occupational therapy students was ESFJ, meaning they are warm-hearted, talkative, and interested in things that affect peoples\u27s lives. The dominant profile for pharmacy students was ISTJ, meaning they are serious, thorough, logical, and realistic. The results support the notion that people choose professions partially based on personality traits
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A comparison of osteopathic, pharmacy, physical therapy, Physician Assistant and occupational therapy students’ personality styles: Implications for education and practice
NSUWorks, 1998Co-Authors: Hardigan, Patrick C., Cohen S. R.Abstract:Research has demonstrated that students with specific personality styles tend to choose particular professions. Even within a discipline, differences in personality traits are evident. With differences in personality styles reported in other professions, the question arises, are there differences in personality styles among the health professions? As such, this study is being undertaken to determine if differences in personality style exist between pharmacy and other health-profession students. Such information can help educators guide prospective students into compatible careers or counsel students who are having a difficult time completing the curriculum. In addition, this information can help enlighten health-profession students about the differences in personality and how these differences may manifest themselves in the workplace. The hypothesis tested was “there is a difference in personality traits between osteopathic, pharmacy, physical therapy, Physician Assistant, and occupational therapy students.” The instrument used to assess students\u27 personality traits was the Myers-Briggs Type Indicator (MBTI). The MBTI is a forced-choice, self-report, personality inventory developed to measure variables in Carl Jung\u27s theory of psychological type. The MBTI consists of 126 questions representing four underlying bipolar constructs: Extraversion-Introversion (E/I), Sensation-Intuition (S/N), Thinking-Feeling (T/F), and Judgment-Perception (J/P). The four constructs are combined into a “profile” of which 16 possibilities exist. MBTI\u27s completed by 1,508 osteopathic, 654 pharmacy, 165 physical therapy, 211 Physician Assistant, and 70 occupational therapy students were used in the analysis. Chi-square analyses were conducted on the four bipolar constructs as well as the 16 profile types. Significant differences were found on the E/I, S/N, and J/P dimensions as well as 9 profile types. The results lend support to the idea that people choose professions partially based on personality traits