Cargando…
Educator perspectives on concussion management in the college classroom: a grounded theory introduction to collegiate return-to-learn
OBJECTIVES: To gather the perspectives of collegiate instructors regarding how concussion is managed within the college classroom. To introduce the themes surrounding collegiate return-to-learn (RTL) and the classroom management of students with concussion. DESIGN: Qualitative grounded theory. SETTI...
Autores principales: | , , , , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BMJ Publishing Group
2021
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8061863/ https://www.ncbi.nlm.nih.gov/pubmed/33879486 http://dx.doi.org/10.1136/bmjopen-2020-044487 |
_version_ | 1783681648180592640 |
---|---|
author | Bevilacqua, Zachary Cothran, Donetta J Rettke, Devin J Koceja, David M Nelson-Laird, Thomas F Kawata, Keisuke |
author_facet | Bevilacqua, Zachary Cothran, Donetta J Rettke, Devin J Koceja, David M Nelson-Laird, Thomas F Kawata, Keisuke |
author_sort | Bevilacqua, Zachary |
collection | PubMed |
description | OBJECTIVES: To gather the perspectives of collegiate instructors regarding how concussion is managed within the college classroom. To introduce the themes surrounding collegiate return-to-learn (RTL) and the classroom management of students with concussion. DESIGN: Qualitative grounded theory. SETTING: Large, public university in the Midwest. PARTICIPANTS: Twenty-three college instructors participated in a private, semistructured, audio-recorded, one-on-one interview. Participants included 12 males and 11 females. Interview recordings were transcribed verbatim, followed by an iterative process of open-coding and axial-coding, performed by two researchers. RESULTS: Three themes emerged from the coded data: (1) awareness—external knowledge of concussion and previous experiences, (2) legitimacy—medical note provided and no note provided and (3) accommodating the student—instructor’s role and feasibility of the accommodation. Psychosocial factors such as small class sizes, graduate-level students and an instructor’s empathy appeared to influence an instructor’s decision making when accommodating a student recovering from concussion. CONCLUSION: These novel data provide foundational evidence regarding how college instructors perceive and subsequently manage concussion within the classroom, while also offering accuracy to aims of subsequent collegiate RTL investigations ARTICLE SUMMARY: RTL is an emerging field within concussion management, yet is grossly underexplored within the college setting. By utilising a grounded theory approach, this article introduces the themes that dictate the landscape of RTL for a college student. |
format | Online Article Text |
id | pubmed-8061863 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | BMJ Publishing Group |
record_format | MEDLINE/PubMed |
spelling | pubmed-80618632021-05-11 Educator perspectives on concussion management in the college classroom: a grounded theory introduction to collegiate return-to-learn Bevilacqua, Zachary Cothran, Donetta J Rettke, Devin J Koceja, David M Nelson-Laird, Thomas F Kawata, Keisuke BMJ Open Rehabilitation Medicine OBJECTIVES: To gather the perspectives of collegiate instructors regarding how concussion is managed within the college classroom. To introduce the themes surrounding collegiate return-to-learn (RTL) and the classroom management of students with concussion. DESIGN: Qualitative grounded theory. SETTING: Large, public university in the Midwest. PARTICIPANTS: Twenty-three college instructors participated in a private, semistructured, audio-recorded, one-on-one interview. Participants included 12 males and 11 females. Interview recordings were transcribed verbatim, followed by an iterative process of open-coding and axial-coding, performed by two researchers. RESULTS: Three themes emerged from the coded data: (1) awareness—external knowledge of concussion and previous experiences, (2) legitimacy—medical note provided and no note provided and (3) accommodating the student—instructor’s role and feasibility of the accommodation. Psychosocial factors such as small class sizes, graduate-level students and an instructor’s empathy appeared to influence an instructor’s decision making when accommodating a student recovering from concussion. CONCLUSION: These novel data provide foundational evidence regarding how college instructors perceive and subsequently manage concussion within the classroom, while also offering accuracy to aims of subsequent collegiate RTL investigations ARTICLE SUMMARY: RTL is an emerging field within concussion management, yet is grossly underexplored within the college setting. By utilising a grounded theory approach, this article introduces the themes that dictate the landscape of RTL for a college student. BMJ Publishing Group 2021-04-20 /pmc/articles/PMC8061863/ /pubmed/33879486 http://dx.doi.org/10.1136/bmjopen-2020-044487 Text en © Author(s) (or their employer(s)) 2021. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. https://creativecommons.org/licenses/by-nc/4.0/This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/ (https://creativecommons.org/licenses/by-nc/4.0/) . |
spellingShingle | Rehabilitation Medicine Bevilacqua, Zachary Cothran, Donetta J Rettke, Devin J Koceja, David M Nelson-Laird, Thomas F Kawata, Keisuke Educator perspectives on concussion management in the college classroom: a grounded theory introduction to collegiate return-to-learn |
title | Educator perspectives on concussion management in the college classroom: a grounded theory introduction to collegiate return-to-learn |
title_full | Educator perspectives on concussion management in the college classroom: a grounded theory introduction to collegiate return-to-learn |
title_fullStr | Educator perspectives on concussion management in the college classroom: a grounded theory introduction to collegiate return-to-learn |
title_full_unstemmed | Educator perspectives on concussion management in the college classroom: a grounded theory introduction to collegiate return-to-learn |
title_short | Educator perspectives on concussion management in the college classroom: a grounded theory introduction to collegiate return-to-learn |
title_sort | educator perspectives on concussion management in the college classroom: a grounded theory introduction to collegiate return-to-learn |
topic | Rehabilitation Medicine |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8061863/ https://www.ncbi.nlm.nih.gov/pubmed/33879486 http://dx.doi.org/10.1136/bmjopen-2020-044487 |
work_keys_str_mv | AT bevilacquazachary educatorperspectivesonconcussionmanagementinthecollegeclassroomagroundedtheoryintroductiontocollegiatereturntolearn AT cothrandonettaj educatorperspectivesonconcussionmanagementinthecollegeclassroomagroundedtheoryintroductiontocollegiatereturntolearn AT rettkedevinj educatorperspectivesonconcussionmanagementinthecollegeclassroomagroundedtheoryintroductiontocollegiatereturntolearn AT kocejadavidm educatorperspectivesonconcussionmanagementinthecollegeclassroomagroundedtheoryintroductiontocollegiatereturntolearn AT nelsonlairdthomasf educatorperspectivesonconcussionmanagementinthecollegeclassroomagroundedtheoryintroductiontocollegiatereturntolearn AT kawatakeisuke educatorperspectivesonconcussionmanagementinthecollegeclassroomagroundedtheoryintroductiontocollegiatereturntolearn |