Browse the latest research summaries in the field of education for spinal cord injury patients and caregivers.
Showing 11-20 of 33 results
Cureus, 2024 • April 22, 2024
This review examines spinal injuries in athletes, highlighting injury mechanisms across various sports and emphasizing the critical role of radiological assessments in diagnosis and management. The st...
KEY FINDING: Cervical spine injuries are frequently observed in athletes participating in contact sports, with football being a notable example.
BMC Medical Education, 2025 • December 18, 2024
This study compares the effectiveness of simulator-based ultrasound training to traditional ultrasound training with human subjects for teaching theoretical and practical skills in Focused Assessed Tr...
KEY FINDING: Both simulator- and human-based training effectively developed theoretical and practical skills in FATE.
The Journal of Spinal Cord Medicine, 2022 • April 1, 2022
The study aimed to explore barriers to discussing sexual health with spinal cord injured (SCI) patients, determine interest in further education, and assess the need for an inpatient Sexual Health Tea...
KEY FINDING: Significant differences were observed between pre- and post-session participant responses regarding their confidence levels (P < 0.001).
Am J Phys Med Rehabil, 2022 • January 1, 2022
This multi-center study surveyed PM&R residency applicants to determine the influence of MSKUS curriculum on their residency selection process. The study found that a large percentage of PM&R applican...
KEY FINDING: 71% of applicants considered MSKUS presence within a program as "very important" or "absolutely essential" during the interview-selection process.
The Journal of Spinal Cord Medicine, 2022 • January 1, 2022
The study aimed to compare the effectiveness of booklet self-study (BSS) versus lecture-based learning (LBL) for medical students learning the International Standards to document remaining Autonomic F...
KEY FINDING: Medical students have limited baseline knowledge of autonomic function concepts related to spinal cord injury.
Spinal Cord Series and Cases, 2021 • July 19, 2021
This study aimed to identify challenges faced by medical students learning the International Standards to Document Remaining Autonomic Function after Spinal Cord Injury (ISAFSCI) and to suggest revisi...
KEY FINDING: Definitions of resting hypotension, orthostatic hypotension (OH), and autonomic dysreflexia (AD) were difficult for medical students to remember, particularly regarding the inclusion or exclusion of threshold values in diagnostic criteria.
Journal of Graduate Medical Education, 2022 • June 1, 2022
This study demonstrates the feasibility of investigating text-based page logs to change the overnight paging culture of an inpatient unit. Two sets of nurse-physician meetings (less than 10 minutes ea...
KEY FINDING: The interventions resulted in a stable 25% decrease in nighttime non-urgent pages.
Frontiers in Rehabilitation Sciences, 2022 • July 28, 2022
This study evaluated the effectiveness of an inter-professional communication skills training (CST) program in a spinal cord injury rehabilitation clinic. The program aimed to improve patient satisfac...
KEY FINDING: Post-program patient satisfaction overall increased from 83.1% to 90%.
The Journal of Spinal Cord Medicine, 2019 • January 1, 2019
The study investigated the knowledge of autonomic dysreflexia among nursing and physiotherapy students in Croatia, revealing a low level of understanding of this critical condition associated with spi...
KEY FINDING: Most students (73.6%) self-assessed their knowledge about autonomic dysreflexia as none or poor, indicating a significant gap in their understanding of the condition.
Spinal Cord Series and Cases, 2019 • August 11, 2019
The study developed the International SCI/D Education Basic Data Set to standardize the collection of essential information about the educational experiences of children and youth with SCI/D. The data...
KEY FINDING: The International SCI/D Education Basic Data Set Version 1.0 consists of 16 items. These items are categorized into three domains: school setting/therapeutic services, school participation/academic success, and barriers/attitudes.