Summary of learning strategies with an application to sport concussion
| Target audience | Learning strategy | General findings | Application to sport concussion |
|---|---|---|---|
| Physicians | ▸ Printed Education Materials | ▸ Ineffective standalone method for enhancing physician performance41 42 | ▸ Printed materials as supplemental educational material for example: – CDC Heads Up Tool Kit for Physicians50 – ThinkFirst Concussion Guidelines for Physicians51 ▸ Experts providing concussion education knowledge, for example: – ThinkFirst Concussion Road Show52 ▸ Providing concussion education webinars that provide knowledge, case studies and collegial/peer interaction ▸ Integrating concussion as part of medical school training/curriculum16 |
| ▸ Didactic Lectures | ▸ No/limited interaction with presenter; little impact on changing physician performance43 44 | ||
| ▸ Audit and Feedback | ▸ Variable effectiveness and moderate impact on physician practice41–43 45 | ||
| ▸ Education Outreach | ▸ Effective in influencing physician behaviour41 | ||
| ▸ Opinion Leaders | ▸ Further clarity regarding peer impact is needed41 | ||
| ▸ Interactive Education Sessions | ▸ Effective; allows participants to apply current knowledge41 | ||
| ▸ Patient Mediated Interventions | ▸ Variable effectiveness42 | ||
| ▸ Reminders | ▸ Form of reinforcement found to be effective41 | ||
| Physiotherapists (PT) | ▸ Problem Based Learning (PBL) | ▸ Conflicting research in medical field; difficulty in generalising model to PT education46 47 | ▸ Printed materials as supplemental education ▸ Providing concussion education webinars that provide knowledge, case studies, and collegial/peer interaction ▸ Online concussion courses53 |
| ▸ Evidence Based Learning (EBL) | ▸ Positive attitude towards EBL; focusing on practical PT needs may be an approach to addressing EBL48 ▸ Evolve in learning process; focus switches from practice elements towards evaluation and critique of practice application49 | ||
| ▸ Socialisation | ▸ Become self-directed learners; progress in what and how they're learning as changes occur in their experiences49 | ||
| Athletic trainers and therapists | ▸ Peer Assisted Learning (PAL) | ▸ Gain knowledge, understanding and skills from peer interaction and experiences54 ▸ Peer feedback supplements clinical instructors' feedback54 | ▸ Printed materials as supplemental education for example: – Concussion Guidelines for the Coach/Trainer62 63 ▸ Providing concussion education webinars that provide knowledge, case studies, and collegial/peer interaction ▸ Online concussion courses53 64 65 |
| Coaches | ▸ Reflection | ▸ Framework to connect education, theory and practice55 | ▸ Printed materials as supplemental education for example: – Concussion Guidelines for the Coach/Trainer62 63 ▸ Resources providing concussion-specific case studies, how to address ethical issues and deal with the athlete, parent/caregiver ▸ Online concussion courses53 64 65 |
| ▸ Online Learning (Montana Model) | ▸ Access to current, user and administrative friendly materials56 ▸ The web-based coaching comprehensive curriculum56 | ||
| Student-athlete | ▸ Multiple Intelligences | ▸ Children have strengths and weaknesses in different areas, different intellectual profiles and require different use of intelligences57 ▸ Students become self-directed, gain confidence, understand abilities of themselves and others, identify strengths and work on their weaknesses58 59 ▸ Educators learn to appreciate a wider variety of student strengths58 59 ▸ Criticised for being too broad for planning curriculum; inadequately supported by evidence60 | ▸ Working with the patient-student-athlete to establish individualised return to school and play care plans66 ▸ Online concussion courses53 65 ▸ Participation in a concussion education and support group that enhances knowledge, facilitates peer interaction and support67 |
| ▸ Peer Support Groups | ▸ Reduces anxiety, depression, anger, confusion and frustration, enhances coping strategies, and improves mood61 |