{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,7,30]],"date-time":"2025-07-30T13:48:17Z","timestamp":1753883297741,"version":"3.41.2"},"reference-count":42,"publisher":"SAGE Publications","license":[{"start":{"date-parts":[[2020,1,1]],"date-time":"2020-01-01T00:00:00Z","timestamp":1577836800000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"funder":[{"name":"College of Graduate and Professional Studies Research Support","award":["None"],"award-info":[{"award-number":["None"]}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["SAGE Open Nursing"],"published-print":{"date-parts":[[2020,1]]},"abstract":"<jats:sec><jats:title>Background<\/jats:title><jats:p> It is essential to increase the knowledge base of teachers involved in facilitating return to learning in middle school students following a concussion. However, the best method to enhance the transfer of learning for teachers remains to be elucidated. Application of Adult Learning Theory (ALT) is a plausible solution to this problem. <\/jats:p><\/jats:sec><jats:sec><jats:title>Purpose<\/jats:title><jats:p> The purpose of this randomized post-test study was to examine the effects of ALT on the transfer of learning in teachers who work with individuals with concussion. <\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p> A convenience sample of 169 teachers at four middle schools were randomized to receive an in-service regarding concussion management either in ALT or traditional lecture format. Vignettes approximating classroom practice evaluated learning transfer. <\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p> one-way between subjects ANOVA revealed no significant difference between the methods of educational delivery on group assessment scores (p\u2009=\u2009.22). Additionally, a regression analysis did not identify any demographic variables that predicted learning transfer (p\u2009=\u2009.65). A statistically significant difference existed for four questions (1, 4, 7, 25) between the groups (p\u2009=\u2009.03, .02, .01, .00, respectively). These vignettes were those that assessed information that was likely novel to the learner. <\/jats:p><\/jats:sec><jats:sec><jats:title>Discussion<\/jats:title><jats:p> The current study demonstrated that ALT applied to teacher in-service did not impact transfer of learning immediately post training compared to a traditional lecture format. Future research should continue to examine the effects of various educational strategies to enhance learning transfer for teachers managing students in the classroom after concussion. <\/jats:p><\/jats:sec>","DOI":"10.1177\/2377960820948659","type":"journal-article","created":{"date-parts":[[2020,8,24]],"date-time":"2020-08-24T06:34:12Z","timestamp":1598250852000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":2,"title":["The Effect of in-Service Methodology on Learning Transfer for School Personnel Managing Students following Concussion"],"prefix":"10.1177","volume":"6","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1346-6462","authenticated-orcid":false,"given":"Jennifer","family":"Parent-Nichols","sequence":"first","affiliation":[{"name":"Doctor of Physical Therapy Program, Tufts University School of Medicine, Boston, Massachusetts,  United States"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Angela DeSilva","family":"Mousseau","sequence":"additional","affiliation":[{"name":"Department of Education and Counseling, Rivier University, Nashua, New Hampshire, United States"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Joshua","family":"Cleland","sequence":"additional","affiliation":[{"name":"Doctor of Physical Therapy Program, Tufts University School of Medicine, Boston, Massachusetts, United States"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jonathan D.","family":"Lichtenstein","sequence":"additional","affiliation":[{"name":"Department of Psychiatry, Dartmouth-Hitchcock Medical Center, Geisel School of Medicine at Dartmouth, Lebanon, New Hampshire, United States"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Arthur","family":"Maerlender","sequence":"additional","affiliation":[{"name":"Center for Brain, Biology & Behavior, University of Nebraska, Lincoln, Nebraska, United States"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2020,8,23]]},"reference":[{"volume-title":"A taxonomy for learning, teaching, and assessing: A revision of Bloom\u2019s taxonomy","year":"2001","author":"Anderson L. 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