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This research note suggests the emergence of Artificial Intelligence-powered chatbots like ChatGPT pose challenges to the future of higher education. We as a field should pay attention to issues and opportunities associated with this technology across learning, teaching, and research spaces. We propose ignoring, or being indifferent to, predictions about what technologies like Artificial Intelligence-powered chatbots can do can cause us to do "dumb things." All health and physical education teacher education faculty members should make efforts to learn about these tools to facilitate informed, solution-focused decisions about whether and where to leverage them. We highlight the importance of maintaining sociocritical perspectives when considering use of digital technologies to understand and address digital (in)equity and promote equitable practices. We conclude by emphasizing the need for field-specific consensus statements to guide ethical and appropriate use of Artificial Intelligence-powered chatbots, to ensure the value of these tools is harnessed for the good of the society. [Output by ChatGPT-3]

Workforce initiatives are timely as physical education confronts multiple challenges, some of which can be reframed as opportunities. The operational research and development approach provided herewith builds on a companion analysis focused on agenda-setting. A systems framework identifies relationships among specialized components such as teacher education, doctoral programs, and school curricula/programs and highlights needs for coordinated, collective action among two or more workforce components. Operating under the banner of justifiable variability with accountability, pivotal choices must be made system wide and necessitate collective action strategies. Immediate priorities include collaborative leadership structures and quality controls provided by stronger professional associations.

This research note suggests the emergence of Artificial Intelligence-powered chatbots like ChatGPT pose challenges to the future of higher education. We as a field should pay attention to issues and opportunities associated with this technology across learning, teaching, and research spaces. We propose ignoring, or being indifferent to, predictions about what technologies like Artificial Intelligence-powered chatbots can do can cause us to do "dumb things." All health and physical education teacher education faculty members should make efforts to learn about these tools to facilitate informed, solution-focused decisions about whether and where to leverage them. We highlight the importance of maintaining sociocritical perspectives when considering use of digital technologies to understand and address digital (in)equity and promote equitable practices. We conclude by emphasizing the need for field-specific consensus statements to guide ethical and appropriate use of Artificial Intelligence-powered chatbots, to ensure the value of these tools is harnessed for the good of the society. [Output by ChatGPT-3] [ABSTRACT FROM AUTHOR]

The District 87 Wellness Collaborative is a multi-dimensional, interprofessional initiative in the Midwest region of the United States that was co-designed to facilitate collaboration, civic engagement, and partnerships among university scholar-practitioners, community agencies, and school administrators and personnel. The primary aims of the Wellness Collaborative are to develop, enhance, and extend school initiatives that address mental, emotional, and behavioral health outcomes of school-age children, their families, and the education workforce. The Wellness Collaborative is composed of disciplinary expertise in kinesiology, school counseling and psychology, social work, nursing, geography, and community health. Broader campus and community partners include specialists from civic and community engagement offices, extension services, and healthcare providers. This ecologically framed initiative supports strategic and system-level change within the district (system) and individual schools (sub-systems). It addresses complex school-level organizational factors (i.e., environment, norms, organizational culture, incentives, etc.) that influence wellness behaviors that affect school and physical education workforce professionals. [ABSTRACT FROM AUTHOR]

The purpose of this six-article JOPERD Feature has been to provide a series of exemplary, cross-sector partnerships and collaborations designed to address a known issue and challenge within physical education. There is much to take away from these case studies and readers are encouraged to reflect on how the case narratives relate to and inform their own scholarship and practice. As a way to frame these recommendations, this feature conclusion applies the idea of collective action formations in discussing the Feature articles. [ABSTRACT FROM AUTHOR]

This JOPERD feature identifies and highlights exemplars of cross-sector partnerships that support the broader physical education system. These partnerships and collaborations are designed to address the known issues and challenges related to the recruitment and retention of qualified teachers within the physical education profession from a multi-sector, multi-dimensional perspective. A secondary purpose of the feature is to describe the process of cross-sector partnership development and illustrate common practices essential for building, growing, and sustaining this meaningful work now and into the future. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to assess the impact of a clinic embedded Medication Assistance Program (MAP) specialist on the prescription benefit prior authorization (PA) process and provider satisfaction in an adult pulmonary clinic. Methods: In this mixed methods study, a retrospective cohort analysis was done to determine the turnaround time for the PA process from initial referral to approval or final denial in an adult pulmonary clinic. Additionally, a pre- and post-implementation survey to providers was conducted to assess provider satisfaction and perceptions around the prescription benefit PA process. The first study aim assessed PA efficiency by summarizing PA approval rate and PA turnaround time using descriptive statistics. Any prescriptions written by a clinic provider requiring a PA during the timeframe of June 2018 through August 2018 were included. The second study aim assessed change in provider satisfaction, analyzed via the Mann-Whitney U test. Results: The MAP specialist completed 110 PAs over 3 months for 110 unique patients. Median turnaround time was 3 hours, with 76% of PAs approved in less than 24 hours. Initial approval rate was 82.7%, and overall approval rate following the appeals process was 87.3%. A significant difference between the pre- and post-survey responses were identified in 2 of the 17 questions. Conclusion: Implementation of a clinic embedded MAP specialist to complete PAs demonstrated an efficient process while also improving provider satisfaction. [ABSTRACT FROM AUTHOR]

Objective: In this study, we examined school and environmental factors associated with readiness to implement school-based wellness initiatives. Methods: We used an exploratory mixed methods design to assess facilitators and barriers to school wellness policy implementation. We conducted school site visits in 8 K-12 schools in one midwestern school district. We collected quantitative and qualitative data to measure school wellness environments and readiness for change. We used a one-way ANOVA to examine associations between readiness for change and school wellness environments. We analyzed qualitative data inductively; school- and district-level themes emerged. Results: One-way ANOVA results revealed schools in the high readiness (HR) group reported more active school wellness teams than those in the low readiness (LR) group (F(1,6) = 8.442, p = .03). Qualitative data indicated that establishing local school wellness committees was an area of growth needed for all schools. Areas of need in HR schools included enhancing school wellness policy communication, leadership, and staff wellness initiatives. Areas of need in LR schools focused on providing more physical activity and wellness opportunities for students. Conclusion: Readiness for change is a promising metric that could associate with more physical activity opportunities, better wellness team function, and perhaps, wellness policy implementation. [ABSTRACT FROM AUTHOR]

To develop and evaluate a post-acute care simulation-based mastery learning (SBML) continuing medical education (CME)/maintenance of certification (MOC) procedure course. Pretest-posttest study of the SBML intervention. A 2-day post-acute care procedures course. Sixteen practicing clinicians (5 physicians,11 advanced practice providers). Participants engaged in a skills pretest on knee aspiration/injection, gastrostomy tube removal/replacement, tracheostomy tube exchange, and basic suturing using a checklist created for each procedure. Participants received a didactic on each procedure followed by deliberate practice with feedback. Using the same checklists, participants completed a skills posttest and were required to meet a minimum passing standard (MPS) to obtain CME/MOC credit. The MPS for each skills checklist was determined by a multidisciplinary panel of 11 experts. Participants completed surveys on procedure self-confidence and a course evaluation. There was statistically significant improvement between pre- and posttests for all four procedures (p <.001). All participants were able to meet or exceed the MPS for each skill during the 2-day course. Participants' self-confidence regarding each procedure improved significantly (p <.001). An SBML training course granting CME/MOC credit for post-acute care providers significantly improves performance of knee aspiration/injection, gastrostomy tube removal/replacement, tracheostomy tube exchange, and basic suturing. [ABSTRACT FROM AUTHOR]