Bevilacqua Zachary, Cothran Donetta J, Rettke Devin J, Koceja David M, Nelson-Laird Thomas F, Kawata Keisuke
Kinesiology, Indiana University Bloomington, Bloomington, Indiana, USA
Exercise Science, Rochester Institute of Technology, Rochester, New York, USA.
BMJ Open. 2021 Apr 20;11(4):e044487. doi: 10.1136/bmjopen-2020-044487.
To 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.
Qualitative grounded theory.
Large, public university in the Midwest.
Twenty-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.
Three 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.
These 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.
收集大学教师对于大学课堂中脑震荡管理方式的看法。介绍围绕大学复学（RTL）以及脑震荡学生课堂管理的相关主题。
质性扎根理论。
中西部的一所大型公立大学。
23名大学教师参与了一次私密的、半结构化的、有录音的一对一访谈。参与者包括12名男性和11名女性。访谈录音逐字转录，随后由两名研究人员进行开放式编码和轴心式编码的迭代过程。
编码数据中出现了三个主题：（1）认知——对脑震荡的外部了解和既往经历，（2）合法性——提供医疗证明和未提供医疗证明，以及（3）接纳学生——教师的角色和接纳的可行性。小班规模、研究生水平的学生以及教师的同理心等社会心理因素似乎在教师接纳脑震荡康复学生时影响其决策。
这些新数据提供了关于大学教师如何在课堂中认知并随后管理脑震荡的基础证据，同时也为后续大学RTL调查的目标提供了准确性。文章摘要：RTL是脑震荡管理中的一个新兴领域，但在大学环境中仍未得到充分探索。通过采用扎根理论方法，本文介绍了决定大学生RTL情况的相关主题。
