Concussion competencies: a training model for school-based concussion management

Abstract

This study reports on the use of ten knowledge competencies related to the behavioral management of concussion in schools. Trainings using these competencies as learning objectives were delivered to school personnel. This aims of the use of competencies in this way are to streamline the education of key stakeholders, to establish clear roles and responsibilities for constituents and equip individuals working with students following a concussion with the relevant knowledge to optimize outcomes. The majority of participants, primarily speech language pathologists working as related service providers in the schools where the trainings occurred, judged the use of the competencies to be informative and useful to their practice both immediately following the training and at a 5-month follow-up. The greatest gains in knowledge were noted by those participants self-reporting the least amount of knowledge pre-training. Participants also ranked the perceived value and relative importance of each of the ten competencies.

The Effect of in-Service Methodology on Learning Transfer for School Personnel Managing Students following Concussion

“…Online Appendix B contains a list of these competencies and the key points associated with each. Preliminary evidence supports the use of these competencies in school personnel training from both a knowledge acquisition and professional relevance perspective ( Maerlender et al., 2019 ).…”

“…While, some knowledge of mTBI is necessary for all personnel, it is recognized that not all personnel require the same education. Teacher specific competencies including basic neuro anatomy, biomechanics of injury, concussion basics, risk factors, prevention, assessment practices, individual recovery, and concussion management programming have been described and were represented in the vignettes used in this study ( Maerlender et al., 2020 ). A heavier emphasis was placed on the competencies of individual recovery and concussion management programming as these areas relate most closely to teacher practice.…”

“…Competencies in mTBI management relevant to the managing of students' return to the educational environment have been suggested (Maerlender et al., 2020). These competencies describe the knowledge and skills necessary for the full range of school personnel potentially working with students after mTBI, including related service providers, athletic trainers, and coaches.…”

“…A list of competencies for educators working with students returning to the classroom after mTBI has been proposed (Maerlender et al, 2019(Maerlender et al, , 2020. Efforts to standardize the content delivery for transfer of knowledge may assist in systematic assessment of outcomes.…”

Overcoming Knowledge Barriers for Inclusion of School-Based Speech-Language Pathologists in the Management of Students with Mild Traumatic Brain Injury

“…An educational initiative targeted directly to RTL teams was recently evaluated in a sample of professionals that primarily included SLPs. 72 Ten competencies, ranging from basic knowledge of mTBI to clinical practices, were developed based on expert consensus and using the 2018 CDC pediatric mTBI guidelines. These competencies are organized in Table 1 by those which address relatively stable foundational knowledge, and those that address flexible knowledge, requiring more regular updating over time.…”