@article{ref1,
title="Return to learn ECHO: telementoring for school personnel to help children return to school and learning after mild traumatic brain injury",
journal="Journal of school health",
year="2022",
author="McAvoy, Karen and Halstead, Mark and Radecki, Linda and Shah, Amy and Emanuel, Anjie and Domain, Stephanie and Daugherty, Jill and Waltzman, Dana",
volume="92",
number="12",
pages="1194-1201",
abstract="BACKGROUND: Return to learn (RTL) after mild traumatic brain injury (mTBI) presents unique challenges for school professionals. A multidisciplinary team approach is necessary yet training school professionals is logistically difficult. This paper describes an innovative pilot RTL program and its evaluation. <br><br>METHODS: Utilizing the telehealth/telementoring program Project ECHO® (Extension for Community Healthcare Outcomes), this study utilized a multidisciplinary team of subject matter experts to deliver five 1-hour sessions across 5 cohorts of school-based professionals (total of 133 participants). The evaluation used a mixed-methods approach of post-session and post-program participant surveys and post-program participant focus groups. <br><br>RESULTS: Participants who completed a post-program survey reported statistically significant improvements in essential aspects of RTL knowledge and self-efficacy. This included improvements in how to manage a student with an mTBI (44.8% to 86.9%), benefits of early return to school for students following mTBI (31.8% to 86.9%), and the importance of written RTL policies/procedures (55.1% to 97.1%). <br><br>CONCLUSIONS: This study demonstrates that RTL training via a telementoring approach may be a positive and effective way to train school-based professionals and improve knowledge and self-efficacy, especially when attending face-to-face trainings are difficult. This model has the potential to produce programmatic and systematic improvements for RTL education.<p /> <p>Language: en</p>",
language="en",
issn="0022-4391",
doi="10.1111/josh.13221",
url="http://dx.doi.org/10.1111/josh.13221"
}