ArticleBMJ open2021
Educator perspectives on concussion management in the college classroom: a grounded theory introduction to collegiate return-to-learn.
Article in BMJ open, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 2 of them syntheses that pooled it.
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Who cites it
10 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Clinical Outcome Following Concussion Among College Athletes with a History of Prior Concussion: A Systematic Review.Sports medicine - open · 2022Pooled it
- Defining return-to-learn through an evidence-based systematic review.Frontiers in neurologyPooled it
- Rapid accommodations for university students with concussion are feasible: nationwide return-to-learn perspectives of accessibility staff.Frontiers in neurology · 2026Article
- Factors Influencing Time to Return to Learn Among NCAA Student-Athletes Enrolled in the Concussion Assessment, Research, and Education (CARE) Study.Sports medicine (Auckland, N.Z.) · 2024Article
- Concussion is a temporary disability: rethinking mild traumatic brain injury in sports medicine.Frontiers in neurology · 2024Article
- Achieving Consensus Through a Modified Delphi Technique to Create the Post-concussion Collegiate Return-to-Learn Protocol.Sports medicine (Auckland, N.Z.) · 2023Article
- Commentary: Establishing the college Return to Learn team for concussion: a practical approach.Frontiers in public health · 2023Article
- Prognostic Utility of Oculomotor Assessments in Determining Return-to-Learn Time in Acutely Concussed College Student-Athletes: A Pilot Study.Neurotrauma reports · 2023Article
- Return to Learn: Preferences of College Educators When Receiving Concussion Medical Notes.Neurotrauma reports · 2022Article
- Physician recommended school accommodations and student outcomes following a mild traumatic brain injury among youth with persistent post-concussive symptoms.NeuroRehabilitation · 2022Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesTo gather the perspectives of collegiate instructors regarding how concussion is managed within the college classroom. To introduce the themes surrounding collegiate return-to-learn (RTL) and the classroom management of students with concussion.
designQualitative grounded theory.
settingLarge, public university in the Midwest.
participantsTwenty-three college instructors participated in a private, semistructured, audio-recorded, one-on-one interview. Participants included 12 males and 11 females. Interview recordings were transcribed verbatim, followed by an iterative process of open-coding and axial-coding, performed by two researchers.
resultsThree themes emerged from the coded data: (1) awareness-external knowledge of concussion and previous experiences, (2) legitimacy-medical note provided and no note provided and (3) accommodating the student-instructor's role and feasibility of the accommodation. Psychosocial factors such as small class sizes, graduate-level students and an instructor's empathy appeared to influence an instructor's decision making when accommodating a student recovering from concussion.
conclusionThese novel data provide foundational evidence regarding how college instructors perceive and subsequently manage concussion within the classroom, while also offering accuracy to aims of subsequent collegiate RTL investigations ARTICLE SUMMARY: RTL is an emerging field within concussion management, yet is grossly underexplored within the college setting. By utilising a grounded theory approach, this article introduces the themes that dictate the landscape of RTL for a college student.
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