Return to Learn ECHO: Telementoring for School Personnel to Help Children Return to School and Learning After Mild Traumatic Brain Injury.
Karen McAvoy, Mark Halstead, Linda Radecki and 5 others
PMID 36375807WHAT IT FOUND
School personnel who took a short virtual concussion-return-to-learn program reported greater confidence about managing return to learn and communicating with families.
This is staff self-report only, not proof that students improved.
Key findings
01Participants reported increased perceived knowledge and confidence about mild traumatic brain injury and return to learn.
02At least 90% agreed or strongly agreed they were satisfied and found the content relevant.
03The evaluation did not measure student, family, or school-policy outcomes.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
There was no control or comparison group, so reported changes cannot be attributed to the program. Most outcomes were self-reported knowledge, confidence, satisfaction, and intentions, not measured student or family outcomes. The program combined lectures, case discussions, peer support, and resources, so the contribution of any single component cannot be separated. The evaluation was short-term and did not test whether policies changed or whether students benefited. The post-program survey analysed 61 respondents, with 8 of 69 original cases excluded for missing data. The paper did not use standardized tools with established reliability and validity for participant knowledge change.
Declared interests
The supplied text names the Centers for Disease Control and Prevention as funder.
The easy way to misread this
Do not conclude that this program improves children's return-to-learn outcomes. The evaluation measured staff satisfaction, self-reported knowledge, and confidence only, without a control group or student or family data.