Location
Hopwood Auditorium
Access Type
Open Access
Entry Number
72
Start Date
4-5-2023 4:15 PM
End Date
4-5-2023 4:30 PM
College
College of Health Sciences
Department
Public Health
Keywords
Return-to-Learn, Concussion, Accommodations, Knowledge, Awareness, Faculty, Staff, College/University, mTBI
Abstract
Background: The present body of research is deficient, and institutions frequently lack defined return-to-learn policies for students who have incurred or been diagnosed with a mild traumatic brain injury (mTBI)/concussion.
Purpose: This research study aims to determine the level of knowledge and awareness university faculty and staff currently have at a private university in the Mid-Atlantic Region.
Participants: 64 collegiate faculty and academic staff
Methods: A Cross-sectional, web-based Faculty and Staff Concussion Awareness and Knowledge survey was completed by participants, consisting of 9 demographic, 21 Likert Scale, and 1 multiple-option question.
Results: Initial descriptive and frequency statistics of the 64 participants were compiled. The majority of participants 73% (47/64) identified as female, 87.5% (56/64) as white, 28.1% (18/64) working in the College of Health Sciences, and 70.3% (45/64) had to teach responsibilities. Of the participants, only 58% (37/64) reported having some sort of concussion education. Preliminary findings suggest there is a statistically significant difference in concussion awareness scores between participants with past experiences providing accommodations to students with concussions in comparison to participants who do not have a history of providing accommodations to concussed students (F (2, 61) = 23.08, p < .001).
Conclusions: The findings suggest faculty and academic staff who have experience in providing accommodations for students with a concussion have higher concussion awareness scores than those who have no prior history providing academic accommodations to concussed students. In addition, concussion education and awareness across campus may be lacking and contribute to accommodation disparities. To improve the academic experiences of concussed students, faculty and academic staff should receive concussion education including potential accommodations students may need to be successful.
Faculty Mentor(s)
Dr. Rebekkah McLellan
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Included in
Disability and Equity in Education Commons, Higher Education and Teaching Commons, Medical Education Commons, Public Health Education and Promotion Commons, Sports Sciences Commons
The Invisible Epidemic: A Concussion Assessment among University Faculty and Staff
Hopwood Auditorium
Background: The present body of research is deficient, and institutions frequently lack defined return-to-learn policies for students who have incurred or been diagnosed with a mild traumatic brain injury (mTBI)/concussion.
Purpose: This research study aims to determine the level of knowledge and awareness university faculty and staff currently have at a private university in the Mid-Atlantic Region.
Participants: 64 collegiate faculty and academic staff
Methods: A Cross-sectional, web-based Faculty and Staff Concussion Awareness and Knowledge survey was completed by participants, consisting of 9 demographic, 21 Likert Scale, and 1 multiple-option question.
Results: Initial descriptive and frequency statistics of the 64 participants were compiled. The majority of participants 73% (47/64) identified as female, 87.5% (56/64) as white, 28.1% (18/64) working in the College of Health Sciences, and 70.3% (45/64) had to teach responsibilities. Of the participants, only 58% (37/64) reported having some sort of concussion education. Preliminary findings suggest there is a statistically significant difference in concussion awareness scores between participants with past experiences providing accommodations to students with concussions in comparison to participants who do not have a history of providing accommodations to concussed students (F (2, 61) = 23.08, p < .001).
Conclusions: The findings suggest faculty and academic staff who have experience in providing accommodations for students with a concussion have higher concussion awareness scores than those who have no prior history providing academic accommodations to concussed students. In addition, concussion education and awareness across campus may be lacking and contribute to accommodation disparities. To improve the academic experiences of concussed students, faculty and academic staff should receive concussion education including potential accommodations students may need to be successful.