Browsing by Author "King, Jennifer"

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    Evaluating Return-to-Work Outcomes for Patients with Post-Concussion Syndrome
    (2024-04-24) King, Jennifer; Hull, Kristin; Department of Occupational Therapy, School of Health and Human Sciences; Ellis, Katherine
    Approximately 22% of all injury-related emergency department visits are due to a concussion (van der Vlegel, et al., 2021). If symptoms persist following an injury, the individual is diagnosed with post-concussion syndrome and may experience significant impacts to their occupational participation, including returning to work (Graff, et al., 2018). A local hospital's Comprehensive Outpatient Post-Concussion Rehabilitation Program provides thorough assessments and interventions to improve functioning and quality of life for individuals with post-concussion syndrome. However, research has not been completed within the program to better understand population characteristics and outcomes for post-concussion patients. This doctoral capstone student conducted research using retrospective data on return-to-work outcomes and self-appraisal scores (using the Appraisals of Disability: Primary and Secondary Scale) following a concussion for workman’s compensation patients. Results indicated that there were no significant differences in outcomes or self-appraisal scores for workman’s compensation patients compared to non-workman's compensation patients (p > 0.05). However, self-appraisal ratings of Fearful Despondency and Overwhelming Disbelief were significantly higher for individuals who did not complete therapy compared to individuals who returned within six months (p < 0.05). Therefore, the research conducted by the doctoral capstone student will serve as a pilot study for future research on self-appraisal and therapeutic outcomes for post-concussion patients.
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    Multimodality, Online Oncology Learning Curriculum: An Adaptable, Asynchronous Learning Resource
    (2024-04-26) Pham, Phillip; Dandu, Vidya; King, Jennifer; Schwartz, Jennifer
    Background/Objective: Dedicated educational sessions can improve residents’ interest in a career in oncology. Challenges remain with creating effective learning resources tailored to multiple learning styles on busy oncology rotations. Here, we aimed to build an effective and adaptable oncology curriculum for learners using online, multimodality, and interactive learning tools and resources. Methods: Using the Canvas® online learning management system, modules covering specific cancer types were created, each with a pre-survey to assess learners’ evaluation of their own knowledge and comfort of the specific cancer type, a brief video or audio file covering high-yield material about the cancer type, interactive case-based questions to review and reinforce content, and a post-survey to assess the change in knowledge and comfort in clinical application of the material. As initial modules were built, learner preference for module style was evaluated and subsequent modules were adapted based on that feedback. Pre- and post-surveys were rated on a 5-point Likert scale. Median values and interquartile ranges are reported. A one-sided t-test was used to compare responses. Results: Two initial modules were created. The lung cancer module included a high-yield voice-over PowerPoint presentation followed by interactive, case-based questions. The breast cancer module used a high-yield podcast with accompanying note handout followed by interactive case-based questions. After the completion of these two modules, six learners completed a ranking for preference of module learning style. Four learners preferred voice-over PowerPoint with case-based questions afterward, while the other two preferred upfront cases to work through followed by a voice-over PowerPoint for reinforcement. Of the listed module styles, a podcast was preferred the least. With this feedback, two additional modules were created, one with cases before a PowerPoint and another voice-over PowerPoint followed by cases. Overall, 21 learners have completed both pre- and post-survey responses for comparison. Median rating of the learners’ knowledge of a specific cancer type increased from 2-Fair (2) on the pre-survey to 4-Agree (1) after completing the learning module (p<0.001). All learners felt more comfortable with their clinical application of the cancer topic after completing the module, median 2(2) on pre-survey vs. 4(1) on post-survey (p<0.001). Median rating for feeling that knowledge of the specific cancer type increased after the module was 4-Agree (3). Discussion/Conclusions: Using learning science principles and an adaptive framework, this online, asynchronous oncology curriculum has resulted in improvements in learners’ perceived knowledge and clinical application of oncology topics. Further modules are being created and adapted in response to learners’ feedback.
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    Substance Use Disorders in Adolescent and Young Adult Relatives of Probands with Bipolar Disorder: What Drives the Increased Risk?
    (Elsevier, 2017-10) Hulvershorn, Leslie A.; King, Jennifer; Monahan, Patrick O.; Wilcox, Holly C.; Mitchell, Philip B.; Fullerton, Janice M.; Edenberg, Howard J.; Roberts, Gloria M. P.; Kamali, Masoud; Glowinski, Anne L.; Ghaziuddin, Neera; McInnis, Melvin; Iyer-Eimerbrink, Priya A.; Numberger, John I, Jr.; Department of Psychiatry, School of Medicine
    Background Adults with bipolar disorder (BD) have higher rates of substance use disorders (SUDs) compared to the general population. SUD rates in young offspring/relatives of BD probands, as well as factors which drive those rates, are not as well-characterized. Methods We aimed to examine SUD prevalence among adolescent/young adult offspring and relatives of probands with and without BD. Data were collected from five sites in the US and Australia during 2006–2011. Youth offspring/relatives (“Relatives of BD probands;” n = 267; mean age = 16.8 years; ± 2.9 S.D.), identified through a proband family member with DSM-IV BD (Type I or II), were compared to offspring/relatives of control probands (“relatives of control probands;” n = 149; mean age = 17.4 years; ± 2.9 S.D.). Logistic regression with generalized estimating equations was used to compare the groups across a range of substance use and SUD variables. Odds ratios were calculated for lifetime prevalence of substance outcomes. Results Bivariate analyses showed DSM-IV SUDs were more prevalent among relatives of BD probands than among relatives of control probands (29% vs. 18%; p = 0.01). Generalized estimating equation models showed BD mood and childhood-onset externalizing disorders in adolescent and young adult relatives to each significantly increase the odds (OR = 2.80–3.17; p < 0.02) for the development of several substance variables among all relatives, whereas the risk of SUDs in relatives was not increased when the relatives had no mood or externalizing disorders themselves. Conclusion Relatives of BD probands with lifetime mood and externalizing disorders report more substance use/SUDs than relatives of control probands. In contrast, SUD outcomes in relatives of BD probands without mood or externalizing disorders were no different from control relatives without psychopathology. Early recognition and treatment of psychiatric disorders may lead to less substance use in this highly vulnerable population.