Learn the Art and Science of Caring
S C H O O L
O F
H EA LTH
VOLUME 15
A N D
M E D I CA L
S C I E N C E S
IN THE TIME OF COVID A view of COVID-19 from healthcare providers at the front lines
CONTENTS
2
Interprofessional Perspectives
4
What’s New at SHMS
5
Faculty Achievements
6
Mission Critical
8
The COVID Ethics Series
9
Teaching to COVID
10 Inspired to Give 12 G uiding the Big Apple Through a Pandemic 14 Frontline Heroes 18 Research Grants 19 Working Together, Growing Together 20 Department News
magazine is published by the School of Health and Medical Sciences at Seton Hall University. Publisher Brian B. Shulman, PhD, CCC-SLP, ASHA Fellow, FASAHP, FNAP Dean Editor Niyala Shaw, BA Director of Public Relations, Marketing and Special Events Design and Production Eric Marquard Department of Public Relations and Marketing Seton Hall University Feature Photography Kristine Foley Bob Handelman Fred Stucker Contributing Writers Vikram N. Dayalu, PhD, CCC-SLP Daniel P. Greenfield, MD, MPH, MS, FASAM Osna Haller, PhD Christopher Hanifin, EdD ’20, MS ’99, PA-C Anne M. Hewitt, PhD Nalin Johri, PhD, MPH Vicci Hill-Lombardi, EdD, ATC Kimberly Olson Ruth Segal, PhD, OTR Doreen M. Stiskal, PT, PhD ’03 Genevieve Zipp, PT, EdD
SCHOOL OF HEALTH AND MEDICAL SCIENCES Dean Brian B. Shulman, PhD, CCC-SLP, ASHA Fellow, FASAHP, FNAP Associate Dean for Academic Affairs Ning Jackie Zhang, PhD, MD, MPH Assistant Dean for Graduate Enrollment and Student Affairs Patrick McDermott, MA Assistant Dean for Interprofessional Education Vasiliki (Betty) Sgouras-Kapralos, MD Assistant Dean for Dual Degree Programs Deborah Welling, AuD, CCC-A/FAAA School of Health and Medical Sciences Seton Hall University Interprofessional Health Sciences (IHS) Campus 123 Metro Boulevard, Nutley, NJ 07110 www.shu.edu/health • (973) 542-6800
A MESSAGE FROM THE DEAN well as an exemplary model for other fields. Now more than ever, we have had to lean on our team-based approach and put into practice what we instill in our students. Throughout last spring and summer, I sent messages to all of you — those who we call our SHMS Family — requesting updates, lending support to and offering comforting words as we faced the challenges in front of us. Many of you shared words of encouragement with your fellow healthcare workers, advice to our students and updates on your efforts. Those communications are invaluable, especially in the face of historically challenging circumstances. Developing the mental and emotional fortitude to carry on despite adversity is a skill we have all had to hone this year; each of you is resilient because you have to be. Your patients, fellow workers and families rely on you to see us through to the day when this virus is eradicated and health to our nation is restored. I am grateful to our alumni, many of whom shared their personal and professional stories during this unprecedented time — these provided inspiration for us all.
Dear SHMS Alumni, Students, Colleagues and Friends:
S
ince the release of our last issue of INS!GHTS, our nation has experienced remarkable highs and devasting lows. However, through it all, stories of compassion, dedication and resilience have kept us moving forward. Navigating challenges and making tough decisions have become everyday practice for many of us, and I can honestly say that while difficult at times, the events of this past year have made the School of Health and Medical Sciences (SHMS) that much stronger. As we passed the midway point of the 2019-20 academic year, the coronavirus pandemic hit, changing the ways in which we operate our school. While our faculty, staff and administrators were tasked with overhauling their plans for the remainder of the spring 2019 semester, they did so with an abundance of creativity, compassion and purpose that I was truly proud to witness. Our students took the unexpected shift to remote HyFlex learning with limited clinical exposure in stride, and our support staff made these transitions as seamless as possible. It was truly a collaborative effort and demonstration of adaptability that I will never forget. Reflecting on the efforts of our students, faculty, staff and administrators within SHMS reminds me of our commitment to instill the value of teaming and collaboration as a hallmark of who we are as a community. As many of you reading this can attest, the presence of interprofessional, multidisciplinary collaboration can only make our healthcare and educational service delivery systems stronger. Our continued success is proof that the application of our award-winning IPE strategy is not only relevant, but vital to the development of future healthcare professionals as
Sharing stories of the great achievements and sacrifices of our alumni is always important to us. Now more than ever we felt it necessary to highlight the many SHMS faces who are working to stamp out the coronavirus pandemic and return our world to a place of normalcy. I want to take this moment in time to show appreciation for all you have done throughout the course of this year. This issue highlights the collective efforts made by occupational therapists, athletic trainers, physical therapists, physician assistants, speech-language pathologists, healthcare administrators, leaders and practitioners upon whom we place our faith and reliance. Key takeaways from this past year’s events are the need to stay connected and to uphold SHMS’ values of interprofessional teaming, collaboration and servant leadership. I thank you for your continued contributions to our SHMS family. Go Pirates! Sincerely,
Brian B. Shulman, PhD, CCC-SLP, ASHA Fellow, FASAHP, FNAP Dean, School of Health and Medical Sciences Professor of Speech-Language Pathology
INS!GHTS 1
INTERPROFESSIONAL PERSPECTIVES
ADAPTIVE MEASURES “ The cornerstone of our school remains its professionals — the devoted faculty, staff and administrators who work diligently to deliver highquality instruction and support to our students. For many, the modifications to daily work and teaching strategies over the course of this year have been daunting, yet challenged us to re-evaluate and re-imagine the ways in which we operate in this new landscape and serve our students. School of Health and Medical Sciences faculty, staff and administrators tell us about their approaches to remote work and teaching during the COVID-19 pandemic.” – Niyala Shaw, BA 2 BRAVING THE PANDEMIC 2021
SHMS-related operational roles and responsibilities were added to my assistant dean portfolio during the early part of the COVID-19 pandemic. In addition to navigating the impact of the pandemic on the planning and execution of our IPE courses and SHMS IPE Core events, I was also leading multiple operational aspects of the SHMS Fall Restart planning at the IHS Campus in consultation with the dean. The COVID-19 pandemic imposed several fast-paced and impactful changes to University operations, which resonated at all levels of SHMS operations. To that end, more issues and barriers were being identified at a quicker pace, and there was a greater need for making decisions. More than ever, this required engagement with key stakeholders and information gathering. Ever since the University transitioned to remote operations, frequent, clear, concise and timely communication became more important than ever. Communication and relationship management became even more critical in ensuring that stakeholders had the support and resources they needed to meet their goals. As challenging as the impact of the COVID-19 pandemic has been on our University, one of the positive outcomes of being so rapidly submerged into the virtual world has been the development of a more renewed perception of virtual learning. We hope to further explore more virtual opportunities.”
Vasiliki (Betty) Sgouras-Kapralos, MD Assistant Dean for Interprofessional Education
[I’ve learned] to shut up a bit more when teaching and let the students do the talking…this has been a welcome consequence of having to truly flip my classroom as a result of remote learning. While I have always embraced technology in the classroom, the sudden change to remote learning required a big change in my delivery of instruction. Having to record lectures so students can view them in an asynchronous manner helped me to really streamline the important aspects of the lectures, especially with a goal of no lecture being longer than 20 minutes. Pairing each lecture with an article or short assignment gave students a chance to listen and read about given topics. During scheduled class time, I was able to meet with small groups of students in Blackboard Collaborate Ultra in 30-minute intervals and listen to students apply instruction to real-world case studies. I was very pleased with how this turned out; now my only question is how to maintain this approach when we resume in-person classes…I guess just remember to shut up a bit more and listen to the students more.”
The first order of business working at home was to create a temporary office space. While trying to work during the day it is easy to get distracted by household chores waiting to be done, pets wanting attention, and of course the refrigerator, the television and the couch. So, creating a space that could serve as a workspace, where I could focus on work tasks, was important for being productive. I feel that it provides a balance, to be able to work mostly from home, and come to work on a limited basis to provide some feeling of normalcy. Since coming to the office a few days a week, I see a few of my faculty and co-workers occasionally, but others I haven’t seen at all. I enjoy the people I work with, and I miss seeing them and having that interaction. I’ve always enjoyed talking to students when they stopped by my desk to drop something off, to take a piece of chocolate, or just to say hello while waiting for a professor. Overall, despite some challenges and adjustments, I mostly feel very appreciative that the type of job I have allows me to perform most of the tasks at home, whereas many people aren’t as fortunate.”
Anthony D. Koutsoftas, PhD, CCC-SLP
Debra Olszewski, MA
Associate Professor, Department of Speech-Language Pathology
Secretary, Department of Occupational Therapy INS!GHTS 3
DEPARTMENT OF ATHLETIC TRAINING (AT)
WHAT’S NEW AT SHMS
Last year, the Master of Science in Athletic Training program delved into the world of simulation for both formative and summative educational experiences using simulated patients and high-fidelity manikins. During the 2020 spring and summer semesters, however, COVID-19 necessitated the transition of those live events to virtual telehealth/telemedicine events. The events hosted virtually were 1) spine evaluation, 2) therapeutic exercise and modality intervention, 3) general medical simple evaluation, 4) general medical complex situation evaluation. Each included standardized patients and were recorded for student debriefing.
DEPARTMENT OF OCCUPATIONAL THERAPY (OT) Two consequential changes to our program have been in how skills typically taught face-to-face are now being addressed in a virtual environment and the way students experience fieldwork. To meet the needs of students in a HyFlex learning environment, the Master of Science in Occupational Therapy department integrated Simucase, a competency-based teaching technology into the curriculum. With the use of Simucase, our students were able to observe patients, review their cases and develop evidence-driven intervention. During the fall 2020 semester, second-year students participated in an intraprofessional Simucase collaborative with an Occupational Therapy Assistant (OTA) program. The collaboration headed by LaMar Bolden, DPS, OTR, provided an opportunity for students to develop a more in-depth understanding of the OT/OTA relationship and the importance of professional communication.
DEPARTMENT OF PHYSICAL THERAPY (PT) The program continues to capitalize on the IHS Campus’ resources to develop student learning. Preparing students to transition successfully from the classroom to third-year clinical experiences has been a new priority. The Doctor of Physical Therapy program added a new course, Clinical Education Seminar. Led by the directors of clinical education, concepts relating to experiential learning are detailed. Along with topics of evidence-based practice and communication, students practice patient-care skills that synthesize curricular elements to ensure each will perform safely and effectively. Meeting with members of the most recent graduating class provides excellent peer-to-peer role modeling. Students and clinical instructors report that this course enhances the transition to the clinical environment.
DEPARTMENT OF PHYSICIAN ASSISTANT (PA) The Master of Science in Physician Assistant program was looking forward to increasing use of the highfidelity simulation center when the pandemic struck. Instead, the program made a major transition to a number of online platforms that simulated patient encounters. We were also thrilled to have two new faculty join us. Amy Gogtas, PA-C is a new director of clinical education with a background in ENT medicine, and Tiffany Fiore, PA-C joined us after practicing in orthopedic surgery (see page 19).
DEPARTMENT OF SPEECH-LANGUAGE PATHOLOGY (SLP) The department’s clinical education program continues to expand the integration of simulation-based training activities (standardized patients, high-fidelity manikins and computer-based skill training) into the Master of Science in Speech-Language Pathology curriculum. In conjunction with the in-class skill training program, domain-specific Experiential Training Opportunities (ETOs) and clinical practica across three different clinical settings, graduate students have multiple opportunities to accrue practice-related knowledge and skills and advance their competencies. Despite the pandemic-related interruptions to academic and clinical training, students in the program engaged in virtual simulation activities and training to deliver services through telepractice/telehealth modalities.
DEPARTMENT OF INTERPROFESSIONAL HEALTH SCIENCES AND HEALTH ADMINISTRATION (ISHA) To address the many healthcare ethical challenges of COVID-19, Bryan Pilkington, PhD, developed and anchors a virtual ongoing series for the University and programs located on the Interprofessional Health Sciences campus titled The COVID Ethics Series (see page 8). The Master of Healthcare Administration (MHA) program successfully hosted its second annual Graduate Healthcare Management Case Study Challenge, which brought together 12 teams from CAHME-accredited colleges and universities across the region to participate in a single-day virtual competition demonstrating their critical thinking, leadership and professional presentation skills.
4 BRAVING THE PANDEMIC 2021
FACULTY ACHIEVEMENTS ATHLETIC TRAINING Dawn Maffucci, PhD, ATC, Director of Clinical Education and Instructor, successfully defended her doctoral dissertation titled “Determinations of Predictors for Early Program Attrition in a Professional Master’s Level Athletic Training Education Program” in December 2019. Richard (RJ) Boergers, PhD, ATC, Associate Professor, has published a paper titled “An Investigation of Athletic Trainers’ Emergency Management Practices for Equipment Intensive Sports” in the International Journal of Athletic Therapy & Training, thus further contributing to the evidence base regarding emergency procedures in lacrosse. He was elected chair of the New Jersey Commission on Brain Injury Research in May 2020 and was appointed to the Board of Certification (BOC) Maintenance of Competency Task Force in July 2019. Carolyn Goeckel, PhD, ATC, Assistant Professor, received a grant from the Athletic Trainers’ Society of NJ (ATSNJ) for her study titled “Exploring Athletic Trainers’ Self-Perceived Knowledge of Non-Injury Mental Health Issues and Patient Care Practice.”
OCCUPATIONAL THERAPY Ramona Guthrie, PhD, MPA, OTR/L, Assistant Professor and Assistant Chair, and Meryl Picard, PhD, MSW, OTR, Assistant Professor, co-authored a series of articles on rights and accessibility regarding civic engagement for people with disabilities. The articles provide a history of voting rights legislation, highlight potential and actual barriers to civic engagement, and offer resources to support participation in voting among people with physical, visual and intellectual disabilities. “Voting with a disability” and “Help your clients vote!” were published on Elitecme.com.
PHYSICAL THERAPY Lorene Cobb, PT, DPT, EdD, Director of Clinical Education and Instructor, successfully defended her doctoral dissertation titled “Examining Perceptions of Leadership Characteristics in Final-Year Physical Therapy Students” and graduated from Maryville University’s Higher Education Leadership Doctor of Education Program in August 2020. Angela Lis, PT, PhD, Associate Professor, co-authored a chapter, “Biomechanics of Tendons and Ligaments”, in Basic Biomechanics of the Musculoskeletal System, 5th ed. (2021), edited by Dr. Margaretta Nordin and published by Lippincott Williams and Wilkins. Richard Hubler, PT, DPT, Instructor, was elected as a New Jersey Delegate for the American Physical Therapy Association’s House of Delegates for the term of 2020-22.
PHYSICIAN ASSISTANT Christopher Hanifin, EdD ’20, PA-C, Assistant Professor and Chair, successfully defended his doctoral dissertation titled “An Examination of the Relationship Between Physician Assistant Program Characteristics and Performance on the Physician Assistant National Certifying Examination.”
Michelle McWeeney, PhD ’20, PA-C, Assistant Professor, successfully defended her dissertation on the “Association Between Stress and Length of Program in Underrepresented Minority Physician Assistant Students.” Abby Saunders, PhD ’20, PA-C, Assistant Professor, successfully defended her dissertation titled “An Examination of Job Embeddedness Factors and Their Influence on Longevity and New or Established Status of Physician Assistant Faculty.”
SPEECH-LANGUAGE PATHOLOGY Anthony Koutsoftas, PhD, CCC-SLP, Associate Professor, received a multimillion-dollar federal grant from the Institute of Education Sciences to develop and test an intervention for improving writing in fourth and fifth grade students with language-based learning disabilities (LLD). The program, Writing in Students with Language-based Learning Disabilities, also known as Project WILLD, will allow researchers to create and field-test an intervention through an iterative process that allows for feedback from educators and schoolchildren who participate. Caryn Grabowski, MS, CCC-SLP, BCS-S, Director of Clinical Education and Clinical Assistant Professor, and her graduate student mentee, Gillian Johnson, received a foundation grant from LSVT Global to support services for individuals with Parkinson’s disorders. Natalie Neubauer, EdD, CCC-SLP, Director of Clinical Education and Assistant Professor, completed her Doctor of Education (EdD) degree in 2019.
INTERPROFESSIONAL HEALTH SCIENCES AND HEALTH ADMINISTRATION Stephen L. Wagner, PhD, FACHE, FACMPE, Assistant Professor and Executive in Residence, published his textbook, The United States Healthcare System: Overview, Driving Forces, and Outlook for the Future (Health Administration Press). Nalin Johri, PhD, MPH, Assistant Professor and Program Director, published his textbook Health Services Research and Analytics Using Excel (Springer Publishing). The text uses a competency-based approach to using Excel for quantitative and qualitative health services research. Bryan Pilkington, PhD, Associate Professor, was accepted into the inaugural class of Leadership Excellence in Educating for Professionalism (LEEP) Fellows, which is led by the Academy for Professionalism in Healthcare. ■
INS!GHTS 5
MISSION
CRITICAL
SHMS PA sweethearts with infectious disease expertise serve veterans and others in their local community. by KIMBERLY OLSON
S
andra and Clint Kaminski had their first date on October 23, 1998, as students in Seton Hall’s Physician Assistant program. They saw There’s Something About Mary and then headed to a diner, where they chatted until 2 a.m. Two decades later, the couple — now married — work together on the front lines of the pandemic, as part of the Infectious Diseases team at the VA New Jersey Health Care System (VANJHCS), East Orange campus, in East Orange, New Jersey. Sandra, who started her career in private primary care, has been working at the VANJHCS since 2003 — except for a five-year hiatus spent as a SHMS faculty member. Then in 2015, Clint was recruited by Sandra’s supervisor. Clint had previously worked in a private practice in gastrointestinal medicine, transplant hepatology and dermatology, as well as in orthopedics at the VANJHCS. “A great thing about our profession is we can move around to different areas,” Sandra says. In spring, as the pandemic hit, the Kaminskis shifted from their regular duties to screening veterans for COVID-19. Eventually, Sandra focused on testing patients. “They set up an isolation tent outside the building,” she says. “We had N95 and HAZMAT suits and did nasal swabs.” The testing team eventually worked directly in the ER. As the pandemic peaked, the VANJHCS accepted overflow non-veteran patients from East Orange General Hospital as well. Work teams split up to reduce the likelihood of the entire team simultaneously contracting the virus. “Two of us would be working from home and one would work here, to keep
everything diversified,” Clint explains. Clint and Sandra also conduct follow-ups with patients quarantined at home. “We would do the visit via telephone, like a regular followup,” Sandra says. “Then we got a little bit fancier with telehealth, doing it with video.” They follow up with patients to track their symptoms and answer questions. “We need to ensure that the patients are stable and don’t need to come to the emergency room,” Sandra says. “We ensure that they can take care of themselves and educate them on diminishing exposure to others.” The follow-up might be as simple as making sure they continue taking their temperature daily, washing their hands and cleaning surfaces, to offering more advanced instructions if they are symptomatic, such as providing dosages of antipyretic or anti-emetic medications. In this work, the Kaminskis fulfill the VA’s “Fourth Mission” to improve the nation’s preparedness for war, terrorism and national disasters by providing service to our veterans. The VA’s culture is also guided by its “I CARE” core values of integrity, commitment, advocacy, respect and excellence. Those values dovetail with the mission they absorbed at Seton Hall, to become servant leaders in their profession and community. “It’s an honor to treat [veterans],” Clint says. “They’re grateful, but I’m more grateful.” That spirit of caring has passed down to the couple’s young daughter, who made pictures for the veterans with her Girl Scout troop. “Most are elderly and not as tech-savvy as the 20- or 30-year-old veterans, so there’s a lot of education [we provide] on diet and things,”
Sandra adds. “You really develop a relationship, and get to know about their families, where they live and their hobbies. These are the people who fought for our country, and you’re helping to keep them fit and readjust to society.” Clint and Sandra have endured stress, long hours and fears of inadvertently passing the virus to their daughter or parents. But while many consider them heroes, they say they’re simply doing their job. “In most professions, people run away from chaos,” says Sandra. “Our job is to run towards it. Seton Hall instilled that in us.” When asked for advice for healthcare providers about to join the fight, Clint says, “Don’t be afraid to ask questions. Take a deep breath, keep calm and stick to what you learned. Do right by your patients.” ■
INS!GHTS 7
THE COVID
ETHICS SERIES An ongoing virtual conversation addressing the complex ethical issues of a pandemic. by NIYALA SHAW, BA
A
Seton Hall bioethics expert is leading the discussion on COVID-19-related ethics and practices. Through his thought-provoking program, aptly named The COVID Ethics Series, Bryan Pilkington, PhD, takes a fine look at critical, moral and ethical implications of COVID-19 on our society and challenges examination of those issues and their profound impact on the present and future. What began as a call between colleagues across the three schools at the Interprofessional Health Sciences (IHS) Campus — the School of Health and Medical Sciences, College of Nursing, and Hackensack Meridian School of Medicine — as well as the Department of Philosophy has become an initiative that fosters engagement among brilliant and diverse minds lasting the duration of the coronavirus pandemic. Pilkington describes the efforts as a “multidisciplinary series focused on ethical issues that have arisen or intensified in light of the COVID pandemic.” The introductory call that spurred the series into action addressed how healthcare practitioners balance concerns for personal and familial health and safety with their duty to care for patients. On March 31st, just 20 days after the World Health Organization (WHO) declared COVID-19 a pandemic and one week after the initial call, The COVID Ethics Series went public with its second session bringing together educators, philosophers, economists, political scientists/ theorists and medical doctors to address the ensuing pandemic. The subsequent talk, titled “Today and Tomorrow: Prioritizing
8 BRAVING THE PANDEMIC 2021
the Present in the Time of COVID-19,” fostered an interprofessional discussion about the long-lasting effects of the pandemic on socioeconomics, healthcare resources, mental and emotional well-being. Pilkington and his colleagues urge us to consider whether our public health systems are sustainable under the weight of this catastrophic event — a thread that persists through each episode in the series. Following this session, the conversation on pandemic ethics quickly expanded to topics of sports and recreation, best practices, maternal health, discrimination and education. With limitations placed on recreation and group gathering, as well as travel bans, social distancing and stay-at-home orders implemented, many have been left wondering how they can reconsider their daily practices and identify some semblance of normalcy until the pandemic ends. Upon further study and discussion throughout the series, participants have been called on to evaluate the current systems and practices in place as well as the everchanging communications surrounding the pandemic, and to understand where these areas fall short, identifying the dangerous effects these shortcomings have on our society. Listeners are also encouraged to realize their place in it all and
examine the many positive contributions they can make. To that end, the fourth episode saw an expansion of the participants to include student panelists from the three IHS Campus schools to discuss the creative ways they are contributing to research, advocacy and relief aid during this time. In the subsequent episodes, panelists zero in on issues faced by members of often marginalized and vulnerable populations such as pregnant women, children, and migrant and minority communities. In particular, the series’ seventh installment “Vulnerability and Dependence in the Time of COVID-19,” addresses ethical issues and challenges many vulnerable and dependent communities encounter because of inequalities within our society. The panel of experts highlights individuals in nursing homes and long-term care settings, persons of color, low-income populations, immigrant populations, homeless populations and essential service workers. They identify just a few barriers to surviving COVID-19 such as translation services, testing availability, care coordination and access to education which existed well before the current crisis began. As a collective we are tasked with addressing these disparities and working toward solutions. Two weeks after the seventh installment, the nation faced an outbreak of social injustice
protests that highlighted the two pandemics in America — COVID-19 and systemic racism. Following these events, The COVID Ethics Series convened its 10th session titled “Stop Killing Our Patients: Pandemic, Protests, and the Outcry for Justice.” Building on themes of vulnerability and discrimination from previous discussions, this talk opens a conversation on race-based medicine, law, policing and actionable items. Knowledgeable panelists encourage us to consider what led to these injustices and what people can do about it while sharing their own experiences and potential remedies. The sessions focus on politics, resource allocation, community ethics and the importance of planning (or the need to plan). Whether it is covering the COVID-19 challenge trials, systemic racism or public policy, the series is not afraid to dive deep into the important topics to elucidate the ethical dilemmas of today. Over the course of the pandemic, The COVID Ethics Series panelists have pushed listeners to identify areas of improvement, use emotional intelligence, recognize privilege, rethink collaborations, create partnerships with different communities, understand their potential to effectuate change and, most importantly, get involved. An important initiative such as this one does not come together on its own; it takes collaboration and support from like-minded individuals to foster inclusive conversations. With support from colleagues at the Interprofessional Health Sciences Campus including Allison Piazza of IHS Library Services and Kelly Freeman, director of student life, the series has gone on to engage listeners in thoughtful dialogue and prompt further scholarship among participants. With each episode averaging 100 to 200 viewers, growing interest has propelled the series onto a new platform/market — the podcast arena, having its inaugural podcast-exclusive episode “COVID-19 Challenge Trials.” Out of this initiative, Pilkington and colleagues have also released scholarship related to COVID-19 such as “Five Paths to Ethical Outdoor Physical Exercise” on the Seton Hall University website and “The Bioethics of Translation: Latinos and the Healthcare Challenges of COVID-19” through American Catholic Studies. To view previous COVID Ethics Series episodes and access information and resources, check out the IHS Library page: library.shu.edu/ COVIDEthics. To join future discussions, follow SHU ethics on Twitter @SHUBioEthics and access the podcast series on Spotify and iTunes. ■
Teaching to COVID
I
n her recent lecture in Dr. Greenfield’s psychiatry course for first-year PA students, Osna Haller, PhD, a practicing psychologist and psychoanalyst, shared a patient’s timely observation: “Not speaking about the COVID pandemic in therapy is like not recognizing a large pungent elephant in a small room with you.” Haller consequently focused on the effects of the COVID-19 virus pandemic and on the role of healthcare and mental health professionals in caring for their patients and themselves. Haller addressed three relevant psychological aspects of the coronavirus pandemic — mental health, resilience and psychotherapy/counseling.
power of resilience (“…a process, not a trait… the ability to adapt, to keep functioning, to reach out to others for support…”) in times of stress and turmoil (“…We’re all in this together, and we’ll get through it together.”). In this vein, Haller discussed the “Devereux Adult Resilience Survey,” a psychological instrument for measuring “resilience,” which identifies four categories of resilience — relationships, internal beliefs, initiative and self-control. Continuing with psychotherapy/ counseling and returning to the role that frontline healthcare professionals play in the current pandemic through direct patient care or through referral, Haller focused on counseling/psychotherapy, recognizing
The bottom line? Be aware of how much your patients need you and the impact you have on them psychologically. And support them! Concerning COVID and Mental Health, Haller emphasized the greatly increased prevalence of psychiatric disorders and symptomatology (“day-to-day sadness, irritability, difficulty concentrating, taking longer to accomplish a task, difficulty juggling tasks and responsibilities, procrastinating, regression…”) as a result of the coronavirus pandemic’s causing isolation, fear and actual economic loss for a very large proportion of the world’s population, exacerbation of pre-existing emotional characteristics and problems, and overall worsening stress, among other such points. Parents and teachers report developmental problems among children, adolescents and young adult students who must necessarily focus on their screens virtually and not on their friends and teachers in their classrooms and lecture halls. The role of PAs, NPs and other primary care frontline healthcare professionals for these troubled individuals cannot be underestimated. On the other hand, Haller noted the
and discussing behavioral approaches and psychodynamic psychotherapy (“Psychodynamic psychotherapy aims to help patients identify important pieces of the puzzle that make them who they are and to rearrange them in a way that allows them to form a more functional, spontaneous, and positive sense of self…”). Haller concluded with a practical experience-based questionnaire to draw out reticent patients and to convey practical advice for patients’ improved outlook and clinical improvement. This survey focused on such topics as sleep, physical well-being, dealing with change, work, contact with nature, dealing with strong emotions, selfesteem and self-care, and exercise. The bottom line? Be aware of how much your patients need you and the impact you have on them psychologically. And support them! ■ — OSNA HALLER, PhD, and DANIEL P. GREENFIELD, MD, MPH, MS, FASAM Adjunct Faculty, Department of Physician Assistant
INS!GHTS 9
INSPIRED
TO GIVE
Seton Hall alumna establishes the Rita and Lawrence Salva Endowed Fellowship Fund to aid SHMS students with financial hardships. by NIYALA SHAW, BA
S
eton Hall alumna Rita Salva, and her husband, Lawrence J. Salva, have recently established the Rita and Lawrence Salva Endowed Fellowship Fund to aid Seton Hall’s School of Health and Medical Sciences (SHMS) students in paying for their graduate education. The fellowship award will be available to SHMS students pursuing graduate degrees in occupational therapy, physical therapy, physician assistant and speech-language pathology and will be awarded based on financial need. Rita Salva, MA, RDH, CDA, received her graduate degree from Seton Hall’s Master of Arts in Allied Health Education program in 2004. She earned licensing as a registered dental hygienist (RDH) and certified dental assistant (CDA) from the New Jersey State Board of Dentistry and the Dental Assisting National Board, Inc., respectively. Following a 30-plus-year career as a clinician, Mrs. Salva now teaches dental hygiene at Rowan College at Burlington County, a public community college in Burlington County, New Jersey. Salva later became interested in SHMS’ health sciences program offerings. “I was looking through INS!GHTS magazine and was pretty impressed with the Nutley Interprofessional Health Sciences Campus and the interdisciplinary education being provided.” After taking a tour of the campus and meeting with Dean Shulman and several other SHMS administrators, the Salvas were further impressed and decided they wanted to help the students by setting up a graduate fellowship. “Rita is a very big proponent of interdisciplinary care and interprofessional cooperation between various healthcare
providers because that’s the future of healthcare delivery to the public,” says Mr. Salva. The couple commend the focused education and environment provided by Seton Hall’s School of Health and Medical Sciences, advising students to “take full advantage of the environment the school has provided because it’s going to make them so much more powerful in delivery of care to patients in the future,” according to Mr. Salva. About the campus’ simulation activities, Mrs. Salva adds, “That was just so impressive. I wish that I could have experienced something like that as part of my education. It is a state-of-theart facility; very impressive.” Lawrence J. Salva is also a generous supporter of educational initiatives. During his extensive career at Comcast Corporation, where he rose to become executive vice president and chief accounting officer before retiring in 2017, Mr. Salva also began serving on Rowan University’s (his alma mater’s) board of trustees. He also serves on the board of trustees for the Financial Accounting Foundation, the organization that oversees the accounting standard setters for companies and government entities in the United States. In addition to this new SHMS initiative, Mr. and Mrs. Salva have also established the Salva Family Scholarship Fund for students working at the Rowan University WGLS-FM campus radio station and the Lawrence and Rita Salva Medical Scholars Fund at CMSRU, which assists those pursuing careers in medicine at the Cooper Medical School of Rowan University (on whose advisory board Mrs. Salva serves). This philanthropic couple have demonstrated their will to give back to New Jersey’s students time and time again, giving countless students
transformational educational opportunities. “The generous creation of this fund will open doors for many of our students who may face difficulty in paying for a graduate education,” says Brian B. Shulman, PhD, Dean of the School of Health and Medical Sciences. He continues, “We are so grateful for and proud to have Seton Hall alumni who value the principles of servant leadership and interprofessional education and are willing to look back and lend a hand to the next generation of healthcare leaders.” ■
Make a Difference The School of Health and Medical Sciences is making a difference in the classroom, the clinic and the community. Now it’s your turn to make a difference! If you’re interested in making a gift to SHMS, please click this link today! If you are interested in learning more about establishing an endowed fellowship, a scholarship for a specific SHMS program or school-wide initiative benefitting all SHMS students, please contact: Chris Farrell Director of Major Gifts Seton Hall University (973) 378-2648 - office (862) 252-5035 - cell christopher.farrell@shu.edu
www.shu.edu/Give2SHMS
INS!GHTS 11
GUIDING THE BIG APPLE THROUGH A PANDEMIC
Daniel J. Messina, PhD, FACHE, an alumnus of Seton Hall’s PhD in Health Sciences program, helps New York City navigate COVID-19. by KIMBERLY OLSON
O
n March 14, 2020, Richmond University Medical Center received its first COVID-19 patient. By April 8, the Staten Island hospital had 210 such patients, with its 26 critical care beds ballooning to 71, and general medicine surging from 125 to 250 beds. “This was a unique stressor on every part of the organization,” says Daniel Messina, PhD, (right), the hospital’s president and CEO. “It’s usually a single type of event that hits you, and you do what you need to do, and you bounce back. This was a pandemic where there was just no end in sight.” The hospital froze elective care and organized into COVID and non-COVID units, as its dedicated staff rose to the unprecedented challenge. On May 8, as New York City became a COVID hotspot, Mayor Bill de Blasio appointed Messina to his newly formed Public Health and Healthcare
12 BRAVING THE PANDEMIC 2021
Sector Advisory Council. “That put me shoulderto-shoulder with my colleagues, advising the city on getting back to whatever that new normal is going to be,” Messina says.
The council worked with Department of Health staff, elected officials, public health experts, and hospital and post-acute personnel — all collaborating to make datadriven recommendations for the city’s next steps, drawing on best practices across the United States and from other countries. Messina, who works on both a city and state level with fellow CEOs from across the state, participated in regular calls with Governor Andrew Cuomo, worked with his colleagues to help create a more direct, comprehensive oversight system so hospitals could quickly communicate their needs for additional resources, such as staffing and personal protective equipment (PPE). They also provided input for enhancing coordination among city hospitals and healthcare facilities, to improve the public’s connection to post-acute care providers. The council offered guidance in creating protocols for each phase of reopening
to limit the spread of COVID-19 as public activities increased. “Obviously, people are pretty burned out from this whole experience,” Messina says. “But it was important to make sure we didn’t jump the gun and reopen too soon. In some businesses still, there are fairly tight restrictions.” New York City went from 8,021 newly reported daily cases on April 15 to just 386 by August 15. “New York got hit worse than any place in the world, and they did it correctly,” said Dr. Anthony Fauci, director of the National Institute of Allergy and Infectious Diseases at the National Institutes of Health. Working on the task force also helped Messina guide his own hospital which, for example, has created a Post COVID-19 Care Center. The new center welcomes patients who have been treated for COVID-19 and are experiencing both short- and long-term side
effects such as pulmonary disease, anxiety, depression and chronic fatigue, or perhaps need to change their medications.“Similar to the aftermath of 9/11, where people around the World Trade Center were unfortunately exposed to all types of chemicals and stresses to their body that bore out years later in clinical conditions that are still being diagnosed, we see people who have had COVID who are dealing with heart issues and pulmonary issues and clotting disorders — things that we need to monitor and track closely,” Messina says. The center, which includes a pediatric program, is staffed by a multidisciplinary team of healthcare experts in cardiology, infectious disease, psychiatry, behavioral health and physiatry, to name a few. Richmond University Medical Center has also made some design adjustments to its newly built emergency department and geared up for a
second surge, which just arrived on Staten Island. Messina says that the experience that his staff gained during the pandemic — including a deeper understanding of the complexities of medical treatment for COVID — will serve them well moving forward. “One of the biggest challenges in this pandemic was the effect on the respiratory system and the fact that patients develop progressively worsening pneumonias to the point where they needed to be put on a ventilator,” says Messina, who was once a respiratory therapist. “Unfortunately, the statistics for COVID patients were greater than 50 percent mortality once they went on a ventilator. We were aggressive in our measures to avoid patients going on ventilators by using a CPAP, high-flow oxygen and proning patients, which is basically turning them over to create better ventilation. So I think we learned quite a bit, and we’re prepared.” ■
INS!GHTS 13
FRONTLINE
HEROES Dedicated frontline workers and proud SHMS alumni share what it’s like to be healthcare workers in a pandemic.
Claudia BardelliniGrassi MHA ’20
Alumna Former President of the MHA Student Advisory Council and MHA Servant Leadership Award Recipient Operations Manager at Hackensack Meridian Health Medical Group Pulmonary
14 BRAVING THE PANDEMIC 2021
As an operations manager at one of New Jersey’s leading health systems, how did your day-to-day responsibilities change during the coronavirus outbreak? Together we can achieve more — being part of this team has become one of my most important accomplishments. My day to day meant implementing, executing and monitoring new processes to ensure the safety of our patients and team members. It was having the ability to see beyond the obvious. We were no longer able to do things the way we did before. We were the only ambulatory department that remained opened through the most difficult of times. It was all hands on deck while doing things under extraordinary circumstances. Having the clinical experience really provided me with the ability to stand shoulder to shoulder with my team. I told them I will never ask of you to do something that I will not do myself. I put on scrubs and it was about taking care of everyone who needed attention. I am incredibly blessed to be a part of an incredible team. In your experience, are there any new challenges related to managing a team of healthcare professionals during a global health crisis? Yes, and it is the mental and emotional component. The team is under enormous stress. It is important to be supportive and empathetic. We suffered some terrible losses in our personal lives. Some of us lost family members and witnessed horrible death over and over again. This pandemic took an emotional toll on all of us. However, there is a certain bond that occurs among people in extreme situations. You learn that you are not alone and there is someone next to you who feels the same way you do. You learn to support each other in a different way. As a leader you have to give your team strength and courage. What, if any, are the takeaways from dealing with this particular health crisis? We are all stronger than we think. The human spirit does not quit. Helping knows no boundaries. If you can, you will. Together is the only way to survive and achieve the most amazing things. Respect each other. I am here, and this is my purpose in life right now.
materials for patients and their families that include the latest safety measures to prevent the spread of COVID-19.
Frangely Rodrıguez MS ’18
Have you assisted with the vaccine rollout thus far? If so, can you describe the process? While I have not assisted directly with the vaccine rollout, I have personally been immunized against COVID-19. I have documented my postimmunization symptoms on social media to lend credibility to the Pfizer vaccine and encourage others to do the same. Fortunately, I have been doing great since I took the vaccine! In your opinion, were there any differences between the initial surge and the second wave of the virus spread this Fall? I believe the crucial difference remains that we have notably improved our preparedness efforts and have a better idea of what to expect. There are less patients occupying our COVID units, and my findings suggest that there is an increase of COVID positive patients that are presenting with neurological symptoms rather than previously reported cardiopulmonary symptoms.
Alumna Occupational Therapist at Hackensack Meridian Health Occupational Therapist – Per Diem at Brighton Gardens of Edison and Penn Medicine Princeton Health
Describe a typical day as an occupational therapist (OT) pre- and post-COVID-19. I am an occupational therapist at a sub-acute/long-term care facility. Before the COVID-19 pandemic, my typical day as an occupational therapist would be focused on assessing my scheduled patients and documenting their progress. I would prepare arrangements for their return home while also discussing their cases with their families and other interdisciplinary team members. I would also assist other therapists as needed. Post COVID-19, each day on the job came with a new adventure. Oftentimes I would treat COVID-positive and COVID-negative patients at their bedside to ensure their safest return possible to their loved ones. I would also be on my feet assisting nurses by moving patients on and off units and managed to work extra shifts as a nursing assistant where I was responsible for bathing, dressing and feeding patients. How has your education and training as an OT prepared you to meet the challenges of the current pandemic? As we all know, there is no exam or textbook that could have prepared us for the pandemic we endured and are currently enduring. Seton Hall University’s Department of Occupational Therapy provided me the confidence to successfully apply my knowledge and skill set to each situation that emerged. The education I received as a student at Seton Hall reinforced the belief that all patients should be treated equally and in a way that best supports survival, self-actualization and quality of life. It was only through wisdom and the values that were instilled in me as a student that allowed me to work confidently on a COVID-19 unit as the first wave hit New Jersey. In addition to helping recovering patients relearn the basics of caring for themselves, what other tasks do you help patients with before they are safely discharged from a facility? In my effort to ensure my patients continue to be safely cared for upon their release from the facility, my discharge planning now includes educational
Danielle Bennett DPT ’19
Alumna Physical Therapist at Tender Touch Rehab Services LLC
Many healthcare professionals have seen changes to aspects of their jobs throughout the current pandemic. Has your work as a physical therapist in a skilled nursing facility changed or evolved during this time? Yes, it certainly has! In the first several weeks when those initial COVID-19 cases began to rapidly increase at my facility, each day brought about demanding changes to the job, physically and mentally. Everyone’s adaptability and resiliency were pushed to the limit. Various changes and attempts to prevent the spread of the virus have been implemented over the past months, such as utilizing proper PPE, social distancing of residents/
INS!GHTS 15
patients, disinfecting of all treatment equipment, ensuring proper hand hygiene and most recently, weekly COVID-19 testing for all healthcare workers in the facility. Since the beginning of the pandemic, therapy treatments have occurred in the patient’s rooms, rather than having access to the rehab gym. This has led to some limitations during therapy sessions. The dining rooms where the residents normally eat meals remain closed. Furthermore, there are restrictions on visitors, leading to a devastating limitation on social interactions and family contact. My job as a physical therapist, especially during my time on my facility’s isolated COVID-19 unit, evolved into a more nurturing, compassionate and supportive role for our most vulnerable population. While not an easy road, I noticed that the collaboration and teamwork were strengthened, not only between therapists but with the nursing staff as well. What kinds of modifications, if any, have you made to treatment/ rehabilitation for your patients recovering from injuries, illness or medical events in addition to coronavirus? A few treatment modifications I use when working with patients who are recovering from the coronavirus include providing patient education on the effects and symptoms of the virus, practicing and instructing on activity pacing, demonstrating proper breathing techniques and ensuring appropriate rest breaks. I always monitor vital signs, especially SPO2, before, during and after any activity. What advice would you give to fellow health workers, many of whom contracted the virus, and risk contracting the virus each day? Don’t forget to take care of your mental health and emotional well-being during this unprecedented time. Try to stay strong, support each other, talk and connect with loved ones and co-workers. Most importantly, always remember that you are not alone!
Working during this unprecedented time, especially in a setting amongst the most vulnerable population, I have learned that we truly have the ability to improve patients’ quality of life; one way being to simply be present, in the absence of patient’s families and loved ones.”
Having contracted the coronavirus yourself, what measures did you take to keep your family safe and unaffected during the 14-day quarantine at home? At the time, I was living with my parents. I stayed confined to my bedroom and the upstairs bathroom while my parents used the downstairs bathroom/shower. My dad would leave meals for me outside of my room each day. (Thanks, Dad!) I ensured that my parents cleaned and disinfected any surface areas downstairs that I may have come in contact with the days before I was aware that I had contracted the virus. I was very relieved that my parents stayed unaffected. Can you describe your personal road to recovery? I had a mild case of the coronavirus. My symptoms included fatigue, headache, congestion and loss of smell. Thankfully, I was able to return to my normal routine and get back to work as soon as possible. As for a more long-term recovery, I continue to follow the safety guidelines both at work and at home — staying safe myself but also protecting my patients, family and friends. I hope my facility never experiences the worst of COVID-19 again, but I have developed a strong sense of the necessary skills and mental strength to be ready to help.
16 BRAVING THE PANDEMIC 2021
James Weyand MS ’18, LAT, ATC
Alumnus Adjunct Faculty, Department of Athletic Training Athletic Trainer at Union Catholic High School
Early in the fight against COVID-19, you accepted a call from Atlantic Health System to aid at Morristown Medical Center. What was it like to work alongside the hospital staff in COVID and non-COVID units during that time? I was able to work alongside a great and very welcoming staff. The most rewarding part was the appreciation from the hospital staff for helping with various tasks. The other rewarding part was spending time with other employees who would not typically be in this position such as physical therapists, technologists from shut down elective procedure departments, and occupational therapists to name a few. Everyone was working together in a very chaotic time and it was truly a testament to interprofessional collaboration. How long did you work at the hospital? And what tasks did you perform to support the day-to-day operations? I worked at the hospital from the end of March through the first two weeks in May. Some of the tasks I completed included donning and doffing of PPE for nurses or environmental services staff, running supplies to both COVID and non-COVID units, assisting with patient transport, or even cleaning elevators and other areas after they had been used. I even spent time in an area I call the command center, where I would answer the phone and find out what units needed and make sure it happened. I will say the one thing I learned to do was move beds all over the hospital. The most challenging part was learning my way around such a large hospital throughout all the different units. How has your work as an athletic trainer in a high school setting been impacted by new COVID-19 protocols in place to protect student athletes and coaching staff? My job as an athletic trainer has changed significantly. I spent a lot of time reading through the available literature over the summer on what best practices were in terms of ventilation, sanitization processes and social
distancing protocols. This allowed me to make sure that I could work with the school’s administrative team to properly prepare our facilities and set forth our guidelines. To protect our student-athletes, I worked to develop a daily screening protocol, ensure procurement of proper sanitization materials for the daily use with our essential equipment, and give our coaches extensive safety guidelines for practices and competition. However, my role in injury prevention and management of acute and chronic injuries has not changed. I see student-athletes in one-on-one appointment slots, do a lot more rehabilitation in outside spaces, and do temperature and symptom screening more than ever before in my life. I appreciate the support from my colleagues who have been successful in implementing a lot of at-home and team-oriented injury prevention measures. It was a little scary in the beginning, but having the opportunity to practice again as an athletic trainer in the high school setting means that student-athletes have returned to playing the sports.
hospitals. Both rehab units were transformed into COVID units. Even our rehab gyms had beds moved into them. At that point, I worked acute care along with my colleagues seeing COVID and non-COVID acute care patients. Mount Sinai Hospital is the biggest hospital in our system in the city, so we were the only one of our hospitals seeing both COVID and non-COVID patients. Many patients were transferred to us. Our entire SLP staff worked solely on the acute care service until just after Memorial Day. How did your past professional or academic experiences help you manage the transition to treating COVID-19 patients as an acute care SLP? I have always tried to keep my acute-care skills fresh. I do that by covering in our main hospital sometimes and via weekend coverage at HMH Palisades. COVID was different. We could only use our experiences to help us. We had no evidence-based practice to follow and generated our own protocols as we went. It was the most difficult clinical work of my life, but it has made me a stronger clinician. Another skill that was extremely helpful for me was my tracheostomy and speaking-valve knowledge. I very frequently evaluate and treat patients with tracheostomies on our spinal cord injury unit, and my comfort working with patients who have tracheostomies made me a source of knowledge during this time. Helping patients contact their families and talk to them for the first time after being weaned from a vent was so meaningful to me. Visitors weren’t allowed into the hospital, so Facetime and phone calls were the only approaches the families had for most of the spring and early summer. Have you since returned to your pre-COVID-19 position providing rehabilitation to patients with brain and spinal cord injuries? Yes, as of October 5, I was back to my pre-COVID position of rehab and outpatient therapy. Rehab reopened right after Memorial Day, and I went back to that then, but also continued to assist our acute care a few days until recently. We also brought many post-COVID patients over to rehab, and my position now includes COVID rehab.
Stefanie Haft
MS ’12, CCC-SLP, CBIS Alumna Adjunct Faculty, Department of Speech-Language Pathology SLP Clinical Specialist at Mount Sinai Hospital Per diem at HMH Palisades
During the early stages of the COVID-19 pandemic, NYC became the epicenter of the United States’ coronavirus outbreak. How did your work change to accommodate the need to treat patients with coronavirus? My position completely changed. I saw my last outpatient on March 12, and then helped on our rehab unit full time until the end of March/ first week of April, at which time we had to discharge all of our rehab patients and send them either home or to subacute nursing facilities. This was to accommodate the governor’s demand for 50 percent additional beds in
Honestly, I’ve never been this tired in my entire professional career. The cognitive effort to don and doff PPE correctly is its own challenge. It takes me about 15 minutes or so to even obtain everything I need when I go to a new unit due to everything being under lock and key. I’m also learning a new service, new nurses, new doctors and finding newly created units is tough.”
What did you learn from this experience that you will carry with you throughout the remainder of your career? I learned many things during this time. I think “where were you/ what did you do” during the 2020 COVID-19 crisis will be something my children will ask me in the future. Similar to discussions about where were you on 9/11, or my parents talking about where they were when they heard JFK was assassinated. I was reminded that every patient is different and deserves individualized care. I also learned to remain calm and use my intuition in difficult clinical circumstances. Things went from feeling like an ongoing mass casualty event to a “typical day” in six months. I also think that collaboration was key in the medical field during COVID. Positive patient outcomes depended on clinician collaboration. Without the collaboration of nurses, PTs, OTs, respiratory therapists, dieticians/ kitchen staff, the medical team, our environmental services personnel and countless others, the number of those lost would unfortunately be higher. ■
INS!GHTS 17
Research Grants Our expert faculty continues to work on research projects that bring new opportunities to SHMS, serve additional target populations and contribute to advancements across a variety of disciplines. Highlighted here are examples of recent grant-funded faculty research projects. Writing in Students with Language-based Learning Disabilities (WILLD) • I nstitute of Education Sciences, Federal: $1,399,230 • A nthony Koutsoftas, PhD, CCC-SLP, Cynthia Puranik, PhD, CCC-SLP (Co-Principal) The Role of Auditory Feedback in Speech Production •N ational Institute on Deafness and Other Communication Disorders (NIDCD), Federal: $900,000 • S ona Patel, PhD (principal), Vikram Dayalu, PhD, CCC-SLP (co-principal), Karen Hebert, PhD, OTR (coprincipal), Ashwin Parthasarathy, PhD (supporting)
18 BRAVING THE PANDEMIC 2021
Romosozumab to Improve Bone Mineral Density and Architecture in Chronic SCI • V A Office of Research and Development, Federal: $855,444 •M ichael LaFountaine, EdD, ATC
Mental Health in Concussion Recovery: Interventions and Outcomes • S eton Hall University Undergraduate Research Award: $1,000 • S ona Patel, PhD, Anthony Testa, MEd, Caryn Grabowski, MS, CCC-SLP, BCS-S, Richard Boergers, PhD, ATC Undergraduate Research Program Grant – Mandarin Gesture Project • Seton Hall University: $1,000 •N ina Capone, PhD, CCC-SLP Student Advocacy Day Initiative
• A merican Speech–Language–Hearing Association (ASHA): $900
Faculty Innovation Grant • T LTC, Seton Hall University: $1,850 • L eslie Rippon, MS, ATC (principal investigator) and Vicci Lombardi, EdD, ATC (supporting) LSVT Global Student Award
• L SVT Global: $1,500 •G illian Johnson (student) (principal), Caryn Grabowski, MS, CCC-SLP, BCS-S (co-principal)
• K risten Victorino (student) (principal) and Natalie Neubauer, EdD, CCC-SLP (co-principal) Exploring Athletic Trainers’ Self-Perceived Knowledge of Non-Injury Mental Health Issues (NIMHI) and Patient Care Practices • A thletic Trainers’ Society of New Jersey (ATSNJ), State: $600 • C arolyn Goeckel, PhD, ATC
New faculty, staff and administrators in the School of Health and Medical Sciences
Tiffany Fiore, MS, PA-C, is an instructor in the Department of Physician Assistant. She attended Pace University’s Physician Assistant Program and began her career as a practicing PA in orthopedic-spine surgery. Fiore first assisted on several major corrective scoliosis cases while serving on a mission trip to the Dominican Republic. She later changed specialties to focus on hip and knee replacements as well as lower extremity trauma surgery. Over the years, Fiore remained active in the educational arena by lecturing at several physician assistant programs and decided to transition to full-time education at Seton Hall while continuing per diem work in orthopedic surgery. Amy Gogtas, MSHS, PA-C, is an instructor and a director of clinical education in the Department of Physician Assistant. Prior to becoming a physician assistant, Gogtas was an occupational therapist and received her BS in occupational therapy from Quinnipiac University. During her practice as an occupational therapist , she had a great interest in learning more about the etiologies of her patients’ symptoms which motivated her to pursue a MS in health sciences at George Washington University in physician assistant studies. She practiced in a variety of settings as a physician assistant with a specialty in otolaryngology head and neck surgery. Gogtas became an adjunct professor at Seton Hall University in 2016 and transitioned to a full-time faculty member in January 2020. Jui-Te Lin, PT, PhD, joined the Department of Physical Therapy as an assistant professor in the spring of 2020. He provides instruction on courses related to physiology, neuroscience and rehabilitation technology. Lin was a postdoctoral fellow at Shirley Ryan AbilityLab (formerly Rehabilitation Institute of Chicago), where he studied the neuromuscular control of locomotion in people with spinal cord injuries and the adaptation mechanism of dynamic balance control in the face of various external perturbations with spinal stimulation. He graduated from Kaohsiung Medical University with a BSPT degree; then earned an MS at the University of Pittsburgh and PhD at Georgia Institute of Technology. Jerry Monaco, PT, DPT, OCS, served as an adjunct faculty member in the Department of Physical Therapy before becoming a full-time instructor in 2020. He is an orthopedic-residency-trained and a board-certified orthopedic clinical specialist (OCS), with a strong concentration in movement science and human performance. As a former faculty member of the Select Medical/Kessler Orthopedic Residency Program and clinical instructor, he developed a passion and enthusiasm for teaching. He completed a master of physical therapy at Quinnipiac University, a residency in orthopedic physical therapy at New York University and finally a transitional doctor of physical therapy at Arcadia University. Monaco is currently pursuing a PhD in sport and human performance at Rocky Mountain University and his dissertation involves the effects of an exercise program on surfing performance.
INS!GHTS 19
DEPARTMENT NEWS Messages for our alumni, from the department chairs Athletic Training (AT) Chair: Vicci Hill-Lombardi, EdD, ATC The Department of Athletic Training has experienced several challenges during the past year. The COVID-19 shutdown occurred suddenly in March, and we found ourselves rapidly transitioning our courses from live delivery to remote. Always technically savvy, the MSAT faculty, core and adjunct alike rose to the challenge and completed the transition seamlessly. Our preceptors also responded unanimously by providing exceptional telemedicine/telehealth opportunities to our students. Remote education included both synchronous and asynchronous sessions, and assessments using remote practical examinations and remote proctoring software, all of which required additional planning and training. Due to the diligence of the faculty and preceptors, all students remained on track for their respective graduation dates. We graduated 22 new AT practitioners in May while advancing our (Elite) eight to the second year of study. And despite the challenges presented by the pandemic, we welcomed a new class of 17 students in July. The entire faculty remains committed to pursuing scholarship. Professor Maffucci became Dr. Maffucci in December 2019. Professor Rippon continues to aggressively pursue her terminal degree. While the 2020 NATA meeting was a virtual event, several of our faculty and students had their abstracts accepted for presentation.
Interprofessional Health Sciences and Health Administration (IHSA) Acting Chair: Anne Hewitt, PhD The Interprofessional Health Sciences and Health Administration Department (IHSA) faculty and staff would like to recognize our own fabulous student Health Heroes who have served with unrelenting commitment and expertise during the COVID-19 pandemic. Despite their enormous work burdens and health security concerns, our students have
20 BRAVING THE PANDEMIC 2021
maintained their graduate commitment to excellence, participation and completion of many assignments, reports and dissertations. We applaud their academic achievements and are incredibly proud of their Pirate spirit! Both the PhD and MHA programs began developing new strategic program plans with goals to enhance and improve curriculum offerings, consider new technology additions and meet the needs of future students to better prepare them for the challenging changes in today’s healthcare sector. Alumni will be surveyed to ensure their important input informs these important academic decisions for both programs. This year began with transitions in leadership as Dr. Zipp and Dr. Johri were appointed to fill new or vacant acting program director positions for the PhD and MHA programs, respectively. Dr. Hewitt transitioned from MHA program director to her new role as acting chair for IHSA.
90 percent completion rate and placement rate for our students. Graduates found most of their positions in regional health systems, hospitals, physician practices, pharmaceutical/ biotech companies and consulting. The MHA faculty continue to produce scholarly contributions via publications, panel presentations at national conferences and award-winning poster presentations. On November 7, 2020, the MHA program partnered with the Healthcare Planning and Marketing Society of NJ to hold the second annual virtual Case Study Challenge. Hackensack Meridian Health was the premier sponsor for this event, which attracted 12 teams from regional graduate schools. After an intense day of concurrent and plenary presentations to an independent slate of judges, the teams from Rutgers, Penn State and Pittsburgh earned the first, second and third positions, respectively.
PhD in Health Sciences, Acting Program Director: Genevieve Pinto Zipp, PT, EdD The PhD in Health Sciences program
Occupational Therapy (OT) Chair: Ruth Segal, PhD, OTR
has been busy during the 2019-20 academic year with 11 students completing their doctoral studies, bringing our alumni to 127! In response to today’s health challenges the program’s core faculty transitioned all components of the PhD in Health Sciences program to an online synchronous mode of delivery. Our learning community has embraced this modification, recognizing that the synchronous online delivery mode enables them to fully capitalize on all facets of the program with consistency and quality improvement. The program continues our innovative monthly Research Forums where doctoral students present and defend their research proposals and research findings to the entire learning community fostering scholarly, collegial dialogue and discussion. We invite all alumni to join us for these virtual sessions, which will be shared via our alumni email blasts.
Master of Healthcare Administration, Acting Program Director: Nalin Johri, PhD, MPH The MHA program graduated 48 students from across the online and on-campus formats and was also pleased to continue with an above
The Department of Occupational Therapy has been active in promoting health and civic participation during the COVID-19 pandemic. In spring 2020, Dr. Picard and recent graduate Etana Edelman, MS ’20, were featured on WNYC’s “Brian Lehrer Show,” where they discussed how older adults can employ remote alternatives for in-person activities. Together, the pair presented strategies to assist this vulnerable population with online shopping for necessities to avoid crowded shopping centers during the pandemic. In addition to the radio appearance, their article was published to The Star-Ledger/NJ.com and The Indian Panorama. Before the 2020 general election, Dr. Guthrie and Dr. Picard published two articles on elitehealthcare.com aimed at helping people with disabilities vote. In the articles, Professors Guthrie and Picard addressed challenges people with disabilities can encounter when performing the task of voting and provided resources for other occupational therapists (OTs). While
making important scholarly contributions, our faculty remains dedicated to providing consistent and quality education to our students. With the suspension of Level II Fieldwork in the spring of 2020, Professor Alicia MacGregor, Director of Clinical Education (DCE), developed alternative fieldwork experiences that ensured students were able to meet graduation requirements and focused on developing students’ knowledge of telehealth and the development of electronic resources for their clinical sites. We worked with the IHS Center for Clinical Simulation and incorporated additional remote options to replace Level I Fieldwork focusing on the development of evaluation skills, clinical reasoning and professionalism. Finally, the program ranked 79 on the latest U.S. News and World Report, making it the only program in New Jersey ranked within the Top 100.
Physical Therapy (PT) Chair: Doreen Stiskal, PT, PhD ’03 Seton Hall is known for developing servant leaders by providing diverse and collaborative environments that focus on academic and ethical development. During times of ongoing change, such as those over this past year, effective leadership addresses the needs of communities to which we belong. This outstanding DPT faculty displayed its leadership as it pivoted learning experiences virtually to provide the essential knowledge and skills for students to become great physical therapists. But how do you teach about a hands-on profession in a virtual environment? The answer is by using innovation! As Steve Jobs says, “Innovation distinguishes between a leader and a follower.” Faculty exhibited its true leadership at the drop of a hat. Virtual labs became activities where critical thinking and reasoning skills were highlighted. Creating virtual simulations fostered important communication skills. Through redesigned patient cases addressing movement system dysfunction, faculty created unique ways to teach students assessments, evaluations and treatments. By adopting concepts of telehealth, adjunct faculty and clinical partners staged online laboratories for enhanced engagement in the practice of physical therapy. Clinical instructors note how well-equipped our DPT students are by virtue of these alternate academic experiences. And yes, the Seton Hall DPTs are super prepared. A shout-out to the Class of 2020
for achieving the highest mean scores on the National Physical Therapy Examination, exceeding national averages in eight of nine categories. Employers and co-workers state that our DPT graduates’ professionalism is undeniable. Each works diligently to ensure they deliver the best care possible, even as COVID challenges us as to do what we do best. Be proud of our collective achievements! Recognize faculty members as they stand tall as exemplary role models. Together our shared leadership and willingness to innovate benefit so many. Be safe and be proud to call yourself a PT alum! Reach out to consider helping us to be more innovative.
Physician Assistant (PA) Chair: Christopher Hanifin, EdD ’20, MS ’99, PA-C Hello PA alumni! I hope this issue of INS!GHTS finds you healthy and safe as we continue to work through a year unlike any other. We know that many of you were on the front lines of battling the pandemic and we are so proud of your skill, strength and courage. We also heard from many alumni who were adversely impacted by having shifts reduced, being furloughed and being laid off. We hope that as this issue is delivered, life has started to return to normal and you are all back to doing what you love. Everything was running full steam ahead when operations suddenly ceased in mid-March as all class sessions and clinical rotations were suspended. The faculty did a great job of making a rapid transition to delivering the curriculum totally online, and we were able to work with some software platforms to ensure that students on rotation were able to continue to meet rotation objectives. Heartfelt congratulations to the Class of 2020; they did an exceptional job of finishing strong and entering practice in a very difficult job market. The start of this academic year has seen us return to somewhat normal operations. Many lectures that previously would have taken place in a classroom setting are now online, but labs for anatomy and any hands-on skills we need to teach were up and running well since the beginning of the fall semester. Our current students are dealing with a great deal of adversity as both school and their home life has been disrupted, but they have been doing a great job in keeping up with everything. No one
knows what to expect, but we will get through it together and come out stronger on the other side. Hazard Zet Forward!
Speech-Language Pathology (SLP) Chair: Vikram Dayalu, PhD, CCC-SLP Let’s talk data: The SpeechLanguage Pathology program successfully graduated its largest cohort of 50 students in the spring of 2020; the entire second-year cohort resumed clinical rotations, and we welcomed a cohort of 45 students in the fall of 2020. While impressive and indicative of a well-designed and executed program, these data points exemplify much more considering the short- and mid-term impact of the pandemic on academic and clinical training. We experienced significant disruptions in the form of canceled clinical practica, a pivot to remote instruction in less than two weeks and the adoption of telepractice for service delivery. I am thrilled to note that the faculty in the department saw the pandemic-related issues as an opportunity rather than a hurdle and developed a range of innovative programming to ensure high-quality academic and clinical training. The program transitioned in-person standardized patient simulation activity to a fully virtual event. Department faculty developed a multipart simulation program to support clinical skills. Just before the start of the pandemic, the program and its faculty earned its elevation in U.S. News & World Report’s 2021 Best Graduate Schools ranking with the program, once again, being ranked No. 1 in New Jersey and among the Top 100 programs in the country. The availability of advanced teaching and research resources combined with unparalleled opportunities for interprofessional collaboration are being continually leveraged to advance the delivery and restructuring of SLP curriculum. The department’s and students’ continued success is attributed to the hard-working faculty members who excel in all domains of their work. Department faculty continually strived to advance the mission and vision of the department. Please consider joining the department’s Facebook group to stay abreast of the innovative programming and celebrate student, faculty and alumni accomplishments. As a program, we are always on the lookout for highly trained and accomplished clinicians to work as adjunct faculty. Wishing you all the very best and looking forward to hearing from you. ■
School of Health and Medical Sciences Seton Hall University Interprofessional Health Sciences (IHS) Campus 123 Metro Boulevard, Nutley, NJ 07110
SHU-194-20
What great minds can do.
