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Item Covid-19 Risk Perceptions and Mental Health of Healthcare Profession Students(2021-11) Gardner, AprilItem Expansion of Interprofessional Education through Asynchronous and Virtual Learning Activities: A Case Report(2022) Lopez, Laura; Edgar, Cory; Radloff, Jennifer C.; Lowden-Stokely, Janice; Hawes, Stacey; Rowe, LynnInterprofessional education (IPE) is designed to prepare students for collaborative practice in a dynamic healthcare environment. Accrediting bodies, including the Commission for Accreditation of Physical Therapy Education (CAPTE), place strong emphasis on inclusion of IPE within curricula. There are no specific guidelines or minimum criteria to meet these standards, leaving programs to determine the appropriate IPE activities. Implementation of IPE remains challenging due to time constraints, busy schedules, and limited faculty resources. Therefore, IPE activities are often small-scale. The purpose of this case report is to describe the use of asynchronous and virtual activities to create a large-scale IPE event.Item Asynchronous Interprofessional Simulation to Promote the Role of Physical Therapy in Wound Management(2023) Lopez, Laura; Edgar, Cory; Radloff, Jennifer C.; Lowden-Stokely, Janice; Hawes, Stacey; Rowe, LynnItem Professionalism(2013-06-15) Gardner, AprilItem Unique Role of Advanced Practice Providers in Didactic Education of HSCT Murses(2022) Edgar, CoryIntroduction: Traditional nursing orientation focuses on time management, patient safety, and training in patient care tasks with minimal formal didactic components. It was hypothesized that nurses caring for the complex hematopoietic stem cell transplant (HSCT) population would benefit from early introduction to the disease states, pathophysiology, and rationale for care being provided, and experienced nurses would benefit from educational support toward obtaining BMTCN certification. Advanced practice providers (APPs) play an integral role on the HSCT team, providing direct patient care in both inpatient and outpatient settings. In many programs, APPs are the primary educators for patients and their caregivers. This training and experience make APPs ideal to serve as expert educators for nursing and other programmatic support staff. Methods: All newly hired registered nurses to the BMT inpatient unit and clinic attended a mandatory two-day training course during their initial onboarding where didactic content was provided by APPs. “Fundamentals of BMT” courses were offered quarterly. Nurses were awarded sixteen hours of continuing education credits towards state licensure and BMTCN® certification. Upon meeting eligibility criteria for BMTCN certification, experienced BMT RNs were invited to attend an optional advanced training course. Advanced courses were offered twice annually and consisted of sixteen hours of lectures, small group discussions, and case studies. Content was designed to reinforce the BMTCN® Test Blueprint. Results: Between 2017-2021, 100% of newly hired RNs attended the Fundamentals of BMT course. Post-session evaluations support that the course was well received, knowledge was increased, and APPs were highly rated as course instructors. Between 2017-2020, 26 RNs attended the Advanced BMT course. Eleven nurses went on to take the BMTCN® certification exam achieving a 91% pass rate. Conclusions: Given the breadth and depth of their training, APPs can serve as expert educators for nursing and support staff. The programs described above increased RN knowledge and better prepared them for patient care. The advanced course prepared students well for the BMTCN® exam and our pass rates exceeded the national pass rate. Didactic courses additionally served to introduce RNs to APP staff, thereby increasing approachability and fostering a collegial environment within the program. Our experience demonstrates a unique role that APPs can serve within the HSCT program serving to support the BMT nurse educator and increase RN knowledge and preparedness for initial practice and advanced certification.Item Improving Provider Compliance with Survivorship Guidelines(2023) Edgar, CoryItem Effect of Covid-19 Pandemic on PA Student Preparedness for Objective Structured Clinical Examinations (OSCEs)(2022) Edgar, Cory; LeVine, Ann MarieItem Role of Post-allogeneic Hematopoietic Stem Cell Transplantation Low-dose Azacitidine for Prevention of Relapse in Patients with Acute Myeloid Leukemia and Myelodysplastic Syndrome: A Retrospective Analysis(2020) Edgar, CoryIntroduction Relapse after allogeneic hematopoietic stem cell transplantation (HSCT) for acute myeloid leukemia (AML) and myelodysplastic syndrome (MDS) remains a major cause of treatment failure with associated poor prognosis. Low-dose post-HSCT maintenance azacitidine (AZA) has proved to be beneficial in preventing relapses (de Lima et al. Cancer 2010). Herein, we retrospectively evaluated outcomes of patients (pts) treated with low-dose AZA post-HSCT. Methods Pts with AML and MDS who underwent allogeneic HSCT between 2012-2018 at two centers were evaluated and categorized into AZA group (with low-dose AZA maintenance) and control group (without AZA maintenance). In control group, pts who died or relapsed prior to day +100, had grade III-IV aGVHD or received maintenance therapy other than AZA (e.g. FLT3 inhibitors) were excluded. Using Kaplan-Meier method, event (defined as relapse or death) free survival (EFS) and overall survival (OS) were computed and compared using log-rank test. Results A total of 107 patients were included; 53 (49.5%) in AZA and 54 (50.5%) in control groups. Disease and transplant-related characteristics are shown in table 1. Both groups were comparable with respect to age, diagnosis, disease risk stratification, disease status at HSCT, and MRD status at day +30 and day +100 (table 1). More pts received reduced intensity conditioning (RIC) in the AZA group (71.6% vs 37%, p=<0.01). Median time to AZA initiation was day +60 days (range, 34-236). Median number of AZA cycles were 4 (range, 1-16); 32 (58.5%) received < 6 and 21 (41.5%) received [greater than or equal to] 6 cycles. AZA doses were 16 mg/m.sup.2 (n=2, 3.7%), 25 mg/m.sup.2 (n=15, 28.3%) and 32 mg/m.sup.2 (n=36, 67.9%). The incidence of all-grade adverse effects was 43.4% (n=23). Grade III-IV adverse effects were neutropenia (16.9%), infections (5.6%), fatigue (3.7%), elevated liver enzymes (1.8%), GI toxicity (1.8%) and renal insufficiency (1.8%). Relapse was the most common reason for AZA discontinuation (9.4%). Median duration of follow up was 31 (range, 5.7-68.8) months for AZA group and 29.9 (range, 2.7-86.5) months for control group. EFS and OS were significantly prolonged in the AZA group (mean, 53.1 [95% CI, 46.1-60.2] months vs 49.5 [95% CI, 38.9-60] months; p=0.02) and (mean, 56.8 [95% CI, 50.4-63] months vs 53.4 [95% CI, 43.3-63.6] months; p=0.01); shown in figures 1 and 2, respectively. Conclusions In our cohort, low-dose AZA maintenance was generally well tolerated. The results of this study indicate that AZA maintenance is feasible and associated with improved EFS and OS. In addition, AZA has the potential of improving relapse rates even in pts who are unable to receive myeloablative conditioning as a significant number of pts in AZA group in this study received RIC. The optimal timing, duration of treatment and selection of pts most suitable for AZA for maximum benefit, however, requires further studies.