AHU Faculty and Staff Scholarship
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The AHU Faculty and Staff Scholarship Collection presents the publications authored by AHU Faculty and Staff. The collection includes publications from across faculty and staff members' careers, including both works written during their time and AHU and works written before they joined the university.
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Browsing AHU Faculty and Staff Scholarship by Author "Clark, Elizabeth"
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Item Brain-Computer Interface for Motor Rehabilitation(Springer, 2019) Clark, Elizabeth; Korostenskaja, MilenaItem Establishing Clinical Protocols for BCI-based Motor Rehabilitation in Individuals Post Stroke - The Impact of Feedback Type and Selected Outcome Measures: A Systematic Review(Springer, 2022) Clark, Elizabeth; Korostenskaja, MilenaItem Examining Leadership Knowledge and Skills Development Opportunities for Physical Therapy Students: A Multiple Case Study Design(2016) Clark, ElizabethThis study examined leadership knowledge and skills development in accredited physical therapist programs. Data were triangulated across program director and faculty member interviews, course descriptions and student learning outcomes. The use of the FINHOP framework by Schafer et al. (2007) facilitated an analysis of the data and a delineation of knowledge development versus skills acquisition. Additionally, programs with and without pro bono clinics were compared. This multiple case study examined four purposively recruited physical therapy programs. Four themes and related subthemes were identified through data analysis and included: (a) inconsistent definition of leadership; (b) leading leaders with subthemes professional socialization, networking, and pedagogy of integrated leadership; (c) business savvy with one subtheme of resource management; and (d) never enough time. Programs demonstrated consistency in evaluation of graduates’ acquisition of leadership knowledge, but lacked measurement of graduates’ application of leadership skills. The comparison between programs with and without pro bono clinics identified a weak link between pro bono clinical experiences and graduates’ leadership knowledge and skills development. The voluntary status of student and faculty participation within the pro bono clinics in combination with a lack of measurable student learning outcomes limited linking leadership knowledge and skills development to pro bono clinic participation. Recommendations for future research included: programs’ use of a consistent definition of leadership threaded across the curriculum, graduates self-assessment of leadership knowledge and skills development, and programs’ use of student learning outcomes to link pro bono clinic participation to leadership knowledge and skills development.Item Impact of an International Service Learning Experience in India for DPT Students: Short- and Long-term Benefits(2019) Collins, Jennifer; Clark, Elizabeth; Pignataro, RosePURPOSE: Awareness of global issues and cultural competence are essential for health professions students. Educational programs utilize International Service Learning (ISL) to address global issues and diverse cultures. This study describes short- and long-term benefits of ISL on Doctor of Physical Therapy (DPT) students. PROCEDURES: The ISL included study of Ayurveda, clinical service, collaborative learning, and cultural activities. A mixed-methods design included the Cross Cultural Adaptability Index (CCAI) administered to 14 students pre- and post-ISL and qualitative analysis of reflective papers. Interviews of participants were completed 2 to 3 years later. FINDINGS: Overall CCAI scores showed a statistically significant difference of 0.001 (p < 0.01) pre and post ISL. Three subscales also showed a statistically significant difference (p < 0.01). Qualitative analysis of reflective papers revealed three categories of impact: environmental connectedness, personal growth, and professional growth. Interviews conducted years following the ISL indicate that participants attribute several aspects of their professional and personal way of being to the ISL, including the importance of whole person care. CONCLUSIONS: Studies have shown benefits to health professions students immediately following an ISL. This study demonstrates that benefits persist years later. The longterm impact strengthens the rationale for including ISL during professional education.