Evidence map›Paper›PMID 36396900›Full record

ArticleSports medicine (Auckland, N.Z.)2023

Achieving Consensus Through a Modified Delphi Technique to Create the Post-concussion Collegiate Return-to-Learn Protocol.

Allyssa K Memmini, Michael J Popovich, Kristen H Schuyten, Stanley A Herring, Katie L Scott, James R Clugston, Meeryo C Choe, Christopher M Bailey, M Alison Brooks, Scott A Anderson and 14 more

Abstract readConsensus Statement
PubMed Full text at PMC Publisher
In one paragraph

Article in Sports medicine (Auckland, N.Z.), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
7citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

7 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
  2. Article
  3. Article
  4. Review
  5. Review
  6. Article
  7. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

24 authors.

Allyssa K MemminiDepartment of Health, Exercise and Sports Sciences, University of New Mexico, 1 University of New Mexico, Albuquerque, NM, 87131-0001, USA. amemmini@unm.edu.ORCID http://orcid.org/0000-0002-5923-1335
Michael J PopovichDepartment of Neurology, University of Michigan, Ann Arbor, MI, USA.
Kristen H SchuytenMedSport Physical Therapy, Michigan Medicine, Ann Arbor, MI, USA.
Stanley A HerringRehabilitation Medicine, University of Washington, Seattle, WA, USA.
Katie L ScottBehavioral Medicine, Brooks Rehabilitation, Jacksonville, FL, USA.
James R ClugstonDepartment of Community Health & Family Medicine, University of Florida, Gainesville, FL, USA.
Meeryo C ChoeDepartment of Pediatrics, David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA, USA.
Christopher M BaileyDepartment of Neurology, Case Western Reserve School of Medicine/University Hospitals, Cleveland, OH, USA.
M Alison BrooksDepartment of Orthopedics & Pediatrics, University of Wisconsin-Madison, Madison, WI, USA.
Scott A AndersonDepartment of Athletics, University of Oklahoma, Norman, OK, USA.
Michael A McCreaDepartment of Neurosurgery, Center for Neurotrauma Research, Medical College of Wisconsin, Milwaukee, WI, USA.
Anthony P KontosDepartment of Orthopaedic Surgery, University of Pittsburgh, Pittsburgh, PA, USA.
Jessica S WallaceDepartment of Health Science, The University of Alabama, Tuscaloosa, AL, USA.
Johna K Register MihalikMatthew Gfeller Center and STAR Heel Performance Laboratory, Department of Exercise and Sport Science, The University of North Carolina Chapel Hill, Durham, NC, USA.
Tricia M KasamatsuDepartment of Kinesiology, California State University, Fullerton, CA, USA.
Tamara Valovich McLeodAthletic Training Programs, A.T. Still University, Mesa, AZ, USA.
Michelle L Weber RawlinsSchool of Exercise and Nutritional Sciences, San Diego State University, San Diego, CA, USA.
Traci R SneddenSchool of Nursing, University of Wisconsin-Madison, Madison, WI, USA.
Matthew KaplanCenter for Research on Learning & Teaching, University of Michigan, Ann Arbor, MI, USA.
Briana AkaniCollege of Literature, Science, and the Arts, University of Michigan, Ann Arbor, MI, USA.
La'Joya C L OrrSchool of Kinesiology, University of Michigan, Ann Arbor, MI, USA.
Rebecca E HassonSchool of Kinesiology, University of Michigan, Ann Arbor, MI, USA.
Sami F RifatUniversity of Michigan Athletics, Ann Arbor, MI, USA.
Steven P BroglioConcussion Center, University of Michigan, Ann Arbor, MI, USA.

Funding

Horace H. Rackham School of Graduate Studies, University of Michigan Rackham Graduate Student Research Grant
6 · The paper itself

Abstract

backgroundSport-related concussions (SRCs) affect millions of adolescents and young adults annually in the USA; however, current SRC consensus statements provide limited guidance on academic support for students within higher education.

objectiveTo generate consensus on appropriate academic recommendations for clinicians, students, and academic stakeholders to support university students during their recovery.

methodsPanelists participated in three stages of a modified Delphi procedure: the first stage included a series of open-ended questions after reviewing a literature review on post-SRC return-to-learn (RTL) in higher education; the second stage asked panelists to anonymously rate the recommendations developed through the first Delphi stage using a 9-point scale; and the final stage offered panelists the opportunity to change their responses and/or provide feedback based on the group's overall ratings.

resultsTwenty-two panelists including clinicians, concussion researchers, and academic stakeholders (54.5% female) from 15 institutions and/or healthcare systems participated in a modified Delphi procedure. A total of 42 statements were developed after round one. Following the next two rounds, 27 statements achieved consensus amongst the panel resulting in the four-stage Post-Concussion Collegiate RTL Protocol.

conclusionThere are several unique challenges when assisting university students back to the classroom after SRC. Explicit guidelines on when to seek additional medical care (e.g., if they are experiencing worsening or persistent symptoms) and how to approach their instructor(s) regarding academic support may help the student self-advocate. Findings from the present study address barriers and provide a framework for universities to facilitate a multidisciplinary approach amongst medical and academic stakeholders.

Indexed as

Athletic InjuriesBrain ConcussionSportsAdolescentDelphi TechniqueFemaleHumansMaleUniversitiesYoung Adult

Identifiers

PMID36396900
PMCPMC9672536

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.