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Some research suggests the National Adult Reading Test (NART) may be impaired by traumatic brain injury (TBI). To investigate this, a prospective, longitudinal study included 214 Australian TBI participants given the NART within 1 month post-injury, and at 6 and 12 months. TBI severity, age, education, sex, and mood (HADS) were examined, and significant improvement in NART- estimated full-scale IQ (FSIQ) was noted over time (p < .001). A three-way interaction of time, severity, and age showed younger and middle-aged mild TBI sub-groups improved significantly between 1 and 6 months post-injury, and the older sub-group between 6 and 12 months. In severe TBI, significant NART-estimated FSIQ improvement was noted only for the middle-aged and only between 6 and 12 months post-TBI. NART administration soon after TBI underestimated premorbid IQ, with a complex relationship between time post-injury, severity, and age. Participants with a longer education had higher NART FSIQs, although those with less education gained more IQ points between initial and 6 months assessments suggesting higher initial NART impairment. Regression equations predicted NART FSIQ at 6 (R = 0.813) and 12 months post-trauma (R = 0.792-0.845), their effectiveness being confirmed via cross-validation. No significant relationships were noted between NART-estimated FSIQ and mood variables, or evidence of significant gains in estimated FSIQ between 12 and 24 months post-injury.

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Interprofessional learning (IPL) is vital for developing work-ready health graduates and enhancing outcomes of people living with persistent pain. Our aim was to pilot an authentic IPL workshop on persistent pain in an Exercise Physiology Clinic. We also sought to explore the application of Adult Learning and Social Identity theories in understanding learning outcomes. Thirty students from five health disciplines participated in a half-day workshop on IPL and persistent pain, facilitated by multidisciplinary staff. Workshop activities included authentic, simulated case studies and problem-based learning. A mixed-methods, pre-post survey showed significant increases in students' confidence in understanding their own and others' discipline roles in managing persistent pain (p < 0.001), readiness for IPL (p = 0.046) and self-efficacy (p < 0.001). These increases were supported by qualitative outcomes, which were mapped onto Adult Learning and Social Identity theory. A preliminary conceptual framework was developed incorporating proposed learning mechanisms.

Purpose We investigated a dose response for serial post-concussion neurocognitive testing exposure on updated post-concussion baseline testing performance. Methods Athletes (13-18 yrs) that completed two, valid baseline neurocognitive testing (ImPACT) sessions approximately 1-3 years apart participated in this study. A sub-sample of athletes that sustained a SRC between baseline sessions were categorized into dose-response groups based on the number of serial, post-concussion neurocognitive tests completed following SRC: ONE (n=76), TWO (n=99), and THREE OR MORE (n=111). Athletes that did not sustain a SRC comprised the ZERO group (n=289). Change scores between the first to the second baseline were calculated for the ImPACT Composite and Symptom Scores and compared between the dose-response groups and controls with 5 ANOVAs, with a Bonferroni-corrected p-value of (p<.01). Baseline testing was administered using ImPACT stimuli within the “Baseline” administration, and all post-concussion ImPACT testing was administered using alternate-form associated with that specific post-injury assessment (Post-Injury1, Post-Injury2, etc). Results ANOVAs revealed no effect of number of post-concussion assessments (0, 1, 2, or 3+) on magnitude of the change between first and final baselines, for Verbal Memory (p=.08), Visual Memory (p=.96), Visual Motor Speed (p=.47), Reaction Time (p=.91), or Total Symptom Scores (p=.86). Conclusion Repeated exposure to neurocognitive testing has revealed improvements in Visual Motor Speed among normal controls, across test-retest intervals of 1-month, 1-year, and 2-years. However, in this study, exposure to post-concussion, serial neurocognitive testing had no effect on future performance on post-concussion baseline neurocognitive testing.