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Provider web profiles are becoming popular locations for patients to seek information before their visits. This industry insight assesses patients' utilization of a physical therapy clinic's website to determine the impact the addition of physical therapist biographies had on patient perceptions and physical therapist selection. Forty-six percent of first-time patients (n = 786) indicated visiting the clinic's website prior to their visit. After biographies were added, these website visitors rated the website as more helpful, and indicated a greater perception of certainty regarding the services the clinic provides. A greater percentage of website visitors made a purposeful selection of therapist after therapist biographies were posted online than prior to biographies being posted. These findings indicate that improvements to a clinic's website can positively impact patient empowerment in making personal healthcare decisions. Simply adding biographies of physical therapists to clinics' websites can have significant effects on reducing first-time patients' uncertainty, as well as providing a greater level of patient-centered care by offering information to empower patients to be more active participants in their healthcare choices. [ABSTRACT FROM AUTHOR]

Objectives: To examine college students' conflicting COVID-19 information exposure, information-seeking, concern, and cognitive functioning. Participants: 179 undergraduates were recruited in March-April 2020, and 220 in September 2020 (Samples 1 and 2, respectively). Methods: Students completed the Attention Network Test, NASA Task Load Index, and COVID-related questions. Results: In Sample 1, exposure to conflicting information predicted poorer attentional performance and greater COVID-related information-seeking and concern; concern was correlated with workload. In Sample 2, conflicting information was associated with information-seeking. In Sample 1, but not Sample 2, cognitive effects of conflicting information were mediated by information-seeking and virus-related concern. Conclusions: Conflicting COVID-19 information may undermine students' cognitive functions, bearing implications for health, academic performance, and stress. Strategies for countering these effects include enhancing the clarity of institutional messaging, and tailoring course curricula and offering workshops to students, faculty, administrators, and counseling staff to augment students' capacity to comprehend and utilize COVID-related communications. [ABSTRACT FROM AUTHOR]