Outcomes Assessment: Demonstrating Our Predictive Ability as a Healthcare Profession

McKeon, Jennifer M. Medina

doi:10.1123/ijatt.2016-0062

Cited by 5 publications

(5 citation statements)

References 9 publications

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“…The 2021 study, 17 conducted on a random sample of 1,000 U.S. employees across different sectors, revealed a concerning lack of awareness among healthcare staff regarding phishing and social engineering attacks. Only 16% of healthcare staff demonstrated a comprehensive understanding of phishing, and a mere 22% felt confident explaining cybersecurity risks to senior management.…”

Section: Cybersecurity In the Healthcare Industry And Why It Should B...mentioning

confidence: 99%

Safe and sound: Strengthening cybersecurity in healthcare through robust staff educational programs

Jerry-Egemba

2023

Healthc Manage Forum

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This article emphasizes the importance of comprehensive cybersecurity education programs in the healthcare industry. The rapid development of technology in healthcare has brought numerous advantages, including electronic health records and telehealth services. However, these advancements also expose the healthcare industry to significant cybersecurity risks. The healthcare industry is an attractive target for cybercriminals due to the presence of sensitive personal and financial information. Current regulations, such as HIPAA and PIPEDA, are in place to protect patient information, but 95% of healthcare industry breaches result from human error. Healthcare organizations must prioritize robust cybersecurity measures and implement comprehensive education programs for all healthcare professionals. This article recommends tailoring educational content to different healthcare roles and incorporating ongoing learning and awareness as essential elements of cybersecurity education. Overall, it calls for a holistic approach to cybersecurity education in healthcare to protect patient information and mitigate cyberthreats.

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Section: Cybersecurity In the Healthcare Industry And Why It Should B...mentioning

confidence: 99%

Safe and sound: Strengthening cybersecurity in healthcare through robust staff educational programs

Jerry-Egemba

2023

Healthc Manage Forum

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“…This type of evaluation should augment the traditional clinical exam, specific to athletic training clinical practice. This systematic process builds on the model for evaluating outcomes previously proposed by McKeon and McKeon, 5 and is designed to capitalize on the positive effects associated with purposeful and intentional implementation of PROs in practice. 6 This model begins with formal engagement of the patient in the evaluation by having the patient complete a PRO with little to no clinician input.…”

Section: University Of Kentuckymentioning

confidence: 99%

Using Patient Evidence to Guide Clinical Care: Consulting the Other Expert in the Room

Howard

Sciascia

Hoch

2018

International Journal of Athletic Therapy and Training

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The evidence-based practice movement in health care has gained both momentum and scrutiny since its inception. Previous IJATT editorials have highlighted the dynamic interplay among evidence sources including the clinician's internal evidence, best available external evidence, and patient evidence. 1,2 In general, health care professions have applauded the integration of these three sources for making clinical decisions, as it incorporates science/knowledge (external evidence), expertise/experience (internal evidence), and the values/preferences/experiences of the individual patient (patient evidence). 1,2 However, it seems that athletic training has focused predominantly on the utilization of the best available external evidence as the largest contributor to evidence-based practice (EBP); thus, our EBP education has primarily focused on the development of PICO questions (Patient or Population of interest, Intervention, Control or Comparison, Outcome of interest), searching and critically appraising external evidence. In our quest to become evidence-based practitioners, we have not given enough appreciation to the third source-patient evidence 2 (e.g., the patient's values, preferences, experiences, etc.). The integration of the patient in to decision-making in traditional athletic training settings is obscured by a lack of (a) clear clinical standards for achieving patient engagement and (b) the documentation and quantification of the patient's perspective. These challenges, combined with the nuances of patient individuality, have made a complex topic much more challenging.One critical component to patient-centered care is the use of patient-reported outcome measures (PROs). PROs (also known as patient-rated outcomes) are any report of a patient's health condition that comes directly from the patient. 3 PROs can come in many forms, including standardized questionnaires that may be general evaluations of health-related quality of life or which are diseasespecific (osteoarthritis, chronic ankle instability), region-specific (ankle, shoulder, low back), or domain-specific (pain, fear of movement, self-efficacy). Patient-generated problem-specific PROs, which allow the patients to specify the activities or problems of greatest concern and evaluate their progress on these items, also exist. The different types of PROs and the questions contained within the instruments drive patient-centered care by primarily assessing activity limitations and participation restrictions. These domains of the International Classification of Functioning (ICF) model 4 are often challenging to assess. However, PROs are the outcome of choice to ensure clinicians capture all three domains of patient-specific function when developing goals and treatment plans. In further alignment with the ICF model, PROs also have the potential to offer insight regarding environmental and personal contextual factors that can be huge barriers or facilitators to patient care and must be taken in consideration to achieve true patientcentered care.The addition...

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“…The outcomes of our decisions represent how well we are able to explain and predict the phenomena we encounter in fulfilling our social contract. 34 These outcomes therefore provide the mechanism by which we shape our professional jurisdiction, cultivate legitimacy in the eyes of other health care professions, and secure professional authority from the public. [12][13][14] Within evidence-based practice, we consider the use of epidemiological evidence when explaining the clinical phenomena that we are most likely going to encounter in a particular clinical environment.…”

Section: Outcomes and External Evidence-our Professional Knowledge Comentioning

confidence: 99%

Redefining Professional Knowledge in Athletic Training: Whose Knowledge Is It Anyway?

McKeon

Geisler

2017

Athletic Training Education Journal

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Context: As athletic training continues to evolve as a profession, several epistemological considerations must be considered. These include how we generate professional knowledge and how we secure and legitimize it in both professional and public spheres.Objective: The purpose of this commentary is to provide an overview of how athletic training has defined its body of knowledge. By contrasting our professional knowledge with recent advancements in medical cognition and epistemology, we aim to provide a more robust definition of professional knowledge for our profession.Background: A profession is defined as an occupation that has a unique knowledge base and skill set that, when wielded, fulfills an ethically founded social contract with the public. One of the greatest challenges for the profession of athletic training as we move into the future is securing a knowledge base that is uniquely our own.

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Outcomes Assessment: Demonstrating Our Predictive Ability as a Healthcare Profession

Cited by 5 publications

References 9 publications

Safe and sound: Strengthening cybersecurity in healthcare through robust staff educational programs

Safe and sound: Strengthening cybersecurity in healthcare through robust staff educational programs

Using Patient Evidence to Guide Clinical Care: Consulting the Other Expert in the Room

Redefining Professional Knowledge in Athletic Training: Whose Knowledge Is It Anyway?

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