Preliminary Efficacy of Online Traumatic Brain Injury Professional Development for Educators: An Exploratory Randomized Clinical Trial

Abstract

Objective: To examine the efficacy of an online traumatic brain injury (TBI) professional development intervention, In the Classroom After Concussion: Best Practices for Student Success. Design: A randomized controlled trial with a sample of 100 general educators, who were randomly assigned to the In the Classroom Web site (treatment group) or the LEARNet Web site (control group). Participants completed the pretest, accessed the In the Classroom or LEARNet site and the posttest and completed follow-up assessments 60 days after posttest. Measures: (1) Knowledge of effective strategies for working with students with TBI; (2) knowledge application; (3) self-efficacy in handling situations presented in text and video scenarios, and (4) a standardized self-efficacy measure. Results: On the posttest assessment, In the Classroom educators showed significantly greater gains in knowledge (P < .0001, d = 1.36 [large effect]), TBI knowledge application (P = .0261, d = 0.46), and general self-efficacy (P = .0106, d = 0.39) than the LEARNet controls. In the Classroom educators maintained significant gains in knowledge (P = .001, d = 0.82) and general self-efficacy (P = .018, d = 0.38) but not in TBI knowledge application (P = .921, d = 0.02). Conclusion: Given the prevalence of TBI, it is important to develop evidence-based, cost-effective approaches to knowledge transfer and exchange in TBI professional development. In the Classroom is one such approach.

Concussion Education in the School Setting: A Scoping Review

“…The majority of studies were conducted in the United States (n = 23; 85.2%), 27‐49 with two conducted in Canada (7.4%) 50,51 and one in both Ireland (3.7%) 52 and Australia (3.7%) 53 . The studies were published in 25 different peer‐reviewed journals, with two published in the Clinical Journal of Sport Medicine 29,30 and two published in the Orthopedic Journal of Sports Medicine 49,52 .…”

“…The majority of studies were delivered within the high school setting (n = 17; 63.0%), 32,34‐38,40,42‐47,49‐52 followed by middle school (n = 2; 7.4%) 31,48 and elementary/primary school (n = 1; 3.7%) 53 . Three studies (11.1%) were provided to a mixed‐age group 27,29,39 and four studies (14.8%) did not describe the age or grade of the sample 29,30,33,41 . About half of the studies (n = 13; 48.1%) described concussion education that used a formal name for the education delivered (eg, Sports Legacy Institute Community Educators [SLICE]) 27,28,31‐33,36,41‐43,45‐47,49 .…”

“…The second most commonly addressed topic was medical management of a concussion, which was addressed in 15 studies (55.6%) 27,28,30,32,35,38‐40,42,43,46,48,49,51,52 . Return to school (managing a concussion in the school setting) was discussed in 10 studies (37.0%) 28‐30,32‐34,39,41,44,53 . See Table 3 for a full list of the concussion topics addressed.…”

Return to Learn: Preferences of College Educators When Receiving Concussion Medical Notes

“…Desiring objective direction from qualified medical personnel is logical, especially given that previous work has shown that completion of a concussion education course by educators inadequately translates to classroom application 6 months later. 14 Further, giving teachers the autonomy to implement classroom supports for a student with concussion is conceivably negligent, given that this effectively gives educators the authority to dictate how a temporary neurological disability is academically treated—a duty for qualified medical personnel.…”

Care Coordination for Children with Special Health Care Needs: A Scoping Review to Inform Strategies for Students with Traumatic Brain Injuries

“…Providing education to those who serve children as they transition back into the school setting would likely also be beneficial for educators, families, and children. Initial programs have been developed 54 and could be studied prospectively. TBI symptoms can vary from person to person, so providing key individuals with a basic understanding of the signs and symptoms of TBI, and evidence‐based procedures to address limitations in the classroom, can help to support students in their transition back to school.…”