Browsing by Subject "Reporting"

Now showing 1 - 2 of 2
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    Demonstrating the Impact of Community Engagement: Realistic and Doable Strategies
    (2017-10-07) Norris, Kristin; Wendling, Lauren; Keyne, Lisa
    Most campuses are eager to answer questions like “How are students, faculty, and staff on campus working to address civic issues and public problems?”, “To what extent is our engagement making a difference?”, “How can we better support community engagement?” Discover how to track, monitor, assess, and evaluate community-engaged activities, which include curricular, co-curricular, or project-based activities that are done in partnership with the community, in order to tell a more comprehensive story of engagement. Whether you’re interested in community outcomes, student outcomes, partnership assessment, or faculty/staff engagement, campuses confront an array of challenges when trying to combine and align these questions into a comprehensive assessment plan. This session will give participants tools, strategies, and information to design, initiate and/or enhance a systematic mechanism for monitoring and assessment of community-engaged activities.
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    Participating in Two Video Concussion Education Programs Sequentially Improves Concussion-Reporting Intention
    (Mary Ann Liebert, Inc., 2021-12-08) Daneshvar, Daniel H.; Baugh, Christine M.; Lama, Roberto D.; Yutsis, Maya; Pea, Roy D.; Goldman, Shelley; Grant, Gerald A.; Cantu, Robert C.; Sanders, Lee M.; Zafonte, Ross D.; Hainline, Brian; Sorcar, Piya; Neurology, School of Medicine
    Undiagnosed concussions increase the risk of additional concussion and persistent symptoms from concussion. Because there are no reliable objective markers of concussion, self-reporting of subjective and non-visible symptoms are critical to ensuring proper concussion management. For this reason, educational interventions target concussion reporting, but the majority of studies have examined the efficacy of single educational interventions or compared interventions to one another. This randomized crossover study sought to identify whether there was benefit to administering multiple concussion education programs in tandem, back to back. The study randomized 313 male high school football players to first receive CrashCourse concussion education (CC) or Centers for Disease Control and Prevention video concussion education (CDC) followed by crossover with the other education. Athlete concussion-reporting intention, attitudes, subjective norms, perceived behavioral control, and enjoyment of education were assessed at baseline and after each intervention. There were statistically significant improvements across all measures, both after single intervention and crossover (all p < 0.001). Secondary analyses examining differences between education found that athletes reported higher enjoyment of concussion education immediately after participating in CC, as compared to CDC (p < 0.001). These findings demonstrate an additive benefit to implementing CC and CDC education in tandem, without decrement in enjoyment of concussion education after experiencing dual educations; in fact, enjoyment of concussion education improved after receiving education programs back to back. These educational programs appear to complement one another, and the results support the use of multi-modal concussion education to differentially target and maximize concussion reporting.