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Browsing by Author "Memmini, Allyssa K."

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    Achieving Consensus Through a Modified Delphi Technique to Create the Post-concussion Collegiate Return-to-Learn Protocol
    (Adis, 2023) Memmini, Allyssa K.; Popovich, Michael J.; Schuyten, Kristen H.; Herring, Stanley A.; Scott, Katie L.; Clugston, James R.; Choe, Meeryo C.; Bailey, Christopher M.; Brooks, M. Alison; Anderson, Scott A.; McCrea, Michael A.; Kontos, Anthony P.; Wallace, Jessica S.; Mihalik, Johna K. Register; Kasamatsu, Tricia M.; McLeod, Tamara Valovich; Rawlins, Michelle L. Weber; Snedden, Traci R.; Kaplan, Matthew; Akani, Briana; Orr, La'Joya C. L.; Hasson, Rebecca E.; Rifat, Sami F.; Broglio, Steven P.; University of New Mexico; University of Michigan; University of Washington; University of Washington Seattle; University of Florida; University of California Los Angeles; University of California Los Angeles Medical Center; David Geffen School of Medicine at UCLA; University of Wisconsin Madison; University of Oklahoma - Norman; Medical College of Wisconsin; University of Pittsburgh; University of Alabama Tuscaloosa; University of North Carolina; University of North Carolina Chapel Hill; California State University Fullerton; A.T. Still University of Health Sciences; San Diego State University; Cleveland Clinic Foundation
    Background Sport-related concussions (SRCs) affect millions of adolescents and young adults annually in the USA; however, current SRC consensus statements provide limited guidance on academic support for students within higher education. Objective To generate consensus on appropriate academic recommendations for clinicians, students, and academic stakeholders to support university students during their recovery. Methods Panelists participated in three stages of a modified Delphi procedure: the first stage included a series of open-ended questions after reviewing a literature review on post-SRC return-to-learn (RTL) in higher education; the second stage asked panelists to anonymously rate the recommendations developed through the first Delphi stage using a 9-point scale; and the final stage offered panelists the opportunity to change their responses and/or provide feedback based on the group's overall ratings. Results Twenty-two panelists including clinicians, concussion researchers, and academic stakeholders (54.5% female) from 15 institutions and/or healthcare systems participated in a modified Delphi procedure. A total of 42 statements were developed after round one. Following the next two rounds, 27 statements achieved consensus amongst the panel resulting in the four-stage Post-Concussion Collegiate RTL Protocol. Conclusion There are several unique challenges when assisting university students back to the classroom after SRC. Explicit guidelines on when to seek additional medical care (e.g., if they are experiencing worsening or persistent symptoms) and how to approach their instructor(s) regarding academic support may help the student self-advocate. Findings from the present study address barriers and provide a framework for universities to facilitate a multidisciplinary approach amongst medical and academic stakeholders.