Pub Date : 2021-11-17DOI: 10.1080/10833196.2021.2000277
David Cabrini-Back, C. Clark
Abstract Background Worldwide, over 61 million people suffer from symptoms caused by conditions which could be helped by Palliative Care. Physiotherapy is increasingly utilised as part of the multi-disciplinary team in providing Palliative Care, but this is not widely accepted by physiotherapists whose attitudes and beliefs towards it may be framed by the absence of the topic in their undergraduate education. Objectives To evaluate the literature relating to the effect of Palliative Care education interventions on the attitudes and beliefs of Physiotherapy undergraduate students. Methods A structured search on Academic Search Ultimate, MEDLINE Complete, CINAHL Complete, APA PsycInfo, Education Source, Communication Source, SPORTDiscus with Full Text, Business Source Ultimate, SocINDEX with Full Text, and Regional Business News was conducted in October 2020. Articles were limited to peer-reviewed journals published in English and involving an educational intervention delivered to pre-qualification Physiotherapy students. Results Four papers were included which all measured change in attitudes and beliefs. Three papers showed a significant positive change in students’ attitudes and beliefs towards PC, and one showing a positive but non-significant change. There was no consensus on the ideal curriculum content, delivery method or time. Conclusion PC content within the curriculum is still in its formative stages within Physiotherapy education. While there is currently no consensus on the ideal method and format of how it should be delivered, there is some evidence to suggest that it can have a positive impact on Physiotherapy students’ attitudes and beliefs towards PC.
{"title":"Does palliative care education lead to a change in the attitudes and beliefs of pre-registration Physiotherapy students about palliative care: a literature review","authors":"David Cabrini-Back, C. Clark","doi":"10.1080/10833196.2021.2000277","DOIUrl":"https://doi.org/10.1080/10833196.2021.2000277","url":null,"abstract":"Abstract Background Worldwide, over 61 million people suffer from symptoms caused by conditions which could be helped by Palliative Care. Physiotherapy is increasingly utilised as part of the multi-disciplinary team in providing Palliative Care, but this is not widely accepted by physiotherapists whose attitudes and beliefs towards it may be framed by the absence of the topic in their undergraduate education. Objectives To evaluate the literature relating to the effect of Palliative Care education interventions on the attitudes and beliefs of Physiotherapy undergraduate students. Methods A structured search on Academic Search Ultimate, MEDLINE Complete, CINAHL Complete, APA PsycInfo, Education Source, Communication Source, SPORTDiscus with Full Text, Business Source Ultimate, SocINDEX with Full Text, and Regional Business News was conducted in October 2020. Articles were limited to peer-reviewed journals published in English and involving an educational intervention delivered to pre-qualification Physiotherapy students. Results Four papers were included which all measured change in attitudes and beliefs. Three papers showed a significant positive change in students’ attitudes and beliefs towards PC, and one showing a positive but non-significant change. There was no consensus on the ideal curriculum content, delivery method or time. Conclusion PC content within the curriculum is still in its formative stages within Physiotherapy education. While there is currently no consensus on the ideal method and format of how it should be delivered, there is some evidence to suggest that it can have a positive impact on Physiotherapy students’ attitudes and beliefs towards PC.","PeriodicalId":46541,"journal":{"name":"Physical Therapy Reviews","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44845216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-15DOI: 10.1080/10833196.2021.2000809
Abigail Grover Snook, Ásta B. Schram, S. Arnadottir
Abstract Background Teacher identity among physical therapists is challenged by other identities such as clinician and/or researcher. Yet, having a teacher identity has been shown to be a critical organizing element in a persons’ professional life, driving their choices and energies. Objectives This discussion paper was designed to explore the health science teacher identity literature and start a conversation about teacher identity formation among physical therapy teachers. Topics explored included the importance of a teacher identity, its challenges, and what supports teacher identity. Discussion A lack of pedagogical training continues to limit teacher identity formation. Subgroups of research literature on teacher identity were grouped according to how faculty development and institutions could support the following factors: (1) a sense of appreciation for supporting student learning – supported by acknowledgement; (2) a sense of connectedness – supported by communities of practice, mentoring, communication; (3) a sense of competence – supported by skills training based on perceived needs of teachers; (4) a sense of commitment – supported by reflection and goal-setting; (5) a future trajectory – supported by possibility of promotion; (6) a sense of autonomy – supported by letting teachers decide content/methods; and (7) a “care-full” environment – where teachers know they are cared for. Similar supports were identified for all types of teachers, although contexts of experience and workplace were always important. A merged or integrated identity between teacher and physical therapist was suggested as most desirable. Conclusions Faculty development should continue to focus on interventions that promote teacher identity among their physical therapy teachers.
{"title":"“I am a teacher” – exploring how to support teacher identity formation in physical therapists","authors":"Abigail Grover Snook, Ásta B. Schram, S. Arnadottir","doi":"10.1080/10833196.2021.2000809","DOIUrl":"https://doi.org/10.1080/10833196.2021.2000809","url":null,"abstract":"Abstract Background Teacher identity among physical therapists is challenged by other identities such as clinician and/or researcher. Yet, having a teacher identity has been shown to be a critical organizing element in a persons’ professional life, driving their choices and energies. Objectives This discussion paper was designed to explore the health science teacher identity literature and start a conversation about teacher identity formation among physical therapy teachers. Topics explored included the importance of a teacher identity, its challenges, and what supports teacher identity. Discussion A lack of pedagogical training continues to limit teacher identity formation. Subgroups of research literature on teacher identity were grouped according to how faculty development and institutions could support the following factors: (1) a sense of appreciation for supporting student learning – supported by acknowledgement; (2) a sense of connectedness – supported by communities of practice, mentoring, communication; (3) a sense of competence – supported by skills training based on perceived needs of teachers; (4) a sense of commitment – supported by reflection and goal-setting; (5) a future trajectory – supported by possibility of promotion; (6) a sense of autonomy – supported by letting teachers decide content/methods; and (7) a “care-full” environment – where teachers know they are cared for. Similar supports were identified for all types of teachers, although contexts of experience and workplace were always important. A merged or integrated identity between teacher and physical therapist was suggested as most desirable. Conclusions Faculty development should continue to focus on interventions that promote teacher identity among their physical therapy teachers.","PeriodicalId":46541,"journal":{"name":"Physical Therapy Reviews","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48480122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-09DOI: 10.1080/10833196.2021.2000286
Megan A. Connelly Ortega, Victoria G. Marchese, Michael J. Zarro, Roy J. Film, A. Shipper, Cara E. Felter
Abstract Background Physical therapy education programs are incorporating digital delivery strategies into their curricula more than ever during the COVID-19 pandemic. The literature on digital and blended strategies within physical therapy education is limited. However, there is extensive literature across all health professions necessitating an overarching synthesis to determine best practices. Objectives In this umbrella review, we provide a critical overview of recent systematic reviews examining digital and blended curriculum delivery strategies in graduate health professions education and discuss their implementation in graduate, entry-level physical therapy education programs. Methods Searches were conducted in PubMed, Embase, CINAHL, ERIC, and the Cochrane Database of Systematic Reviews. Systematic reviews published from January 2011-January 2020 focusing on digital or blended curriculum delivery strategies in doctoral-level health professions education programs were included. Reviews with a primary or exclusive focus on simulation, clinical education, or residency education were excluded. Results Overall, digital strategies were found to be at least as effective as traditional strategies for learner satisfaction, attitude, knowledge, and skill. The evidence supports incorporating digital strategies as an adjunct to or replacement for portions of a traditional curriculum. Considerable heterogeneity across reviews and individual studies confounded the ability to draw broad conclusions. Conclusions The evidence suggests that it is unnecessary for physical therapy education programs to abandon all of their recently implemented digital strategies once the pandemic ends. Further research is needed on programs with a substantial digital delivery component and on broader outcomes at the level of the student, the program/institution, and the greater community.
{"title":"Digital and blended curriculum delivery in health professions education: an umbrella review with implications for Doctor of Physical Therapy education programs","authors":"Megan A. Connelly Ortega, Victoria G. Marchese, Michael J. Zarro, Roy J. Film, A. Shipper, Cara E. Felter","doi":"10.1080/10833196.2021.2000286","DOIUrl":"https://doi.org/10.1080/10833196.2021.2000286","url":null,"abstract":"Abstract Background Physical therapy education programs are incorporating digital delivery strategies into their curricula more than ever during the COVID-19 pandemic. The literature on digital and blended strategies within physical therapy education is limited. However, there is extensive literature across all health professions necessitating an overarching synthesis to determine best practices. Objectives In this umbrella review, we provide a critical overview of recent systematic reviews examining digital and blended curriculum delivery strategies in graduate health professions education and discuss their implementation in graduate, entry-level physical therapy education programs. Methods Searches were conducted in PubMed, Embase, CINAHL, ERIC, and the Cochrane Database of Systematic Reviews. Systematic reviews published from January 2011-January 2020 focusing on digital or blended curriculum delivery strategies in doctoral-level health professions education programs were included. Reviews with a primary or exclusive focus on simulation, clinical education, or residency education were excluded. Results Overall, digital strategies were found to be at least as effective as traditional strategies for learner satisfaction, attitude, knowledge, and skill. The evidence supports incorporating digital strategies as an adjunct to or replacement for portions of a traditional curriculum. Considerable heterogeneity across reviews and individual studies confounded the ability to draw broad conclusions. Conclusions The evidence suggests that it is unnecessary for physical therapy education programs to abandon all of their recently implemented digital strategies once the pandemic ends. Further research is needed on programs with a substantial digital delivery component and on broader outcomes at the level of the student, the program/institution, and the greater community.","PeriodicalId":46541,"journal":{"name":"Physical Therapy Reviews","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42883725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-09DOI: 10.1080/10833196.2021.2000289
Alicia J. Emerson, Lauren E. Chandler, Riley H. Oxendine, Corey M. Huff, Gabrielle M. Harris, G. Baxter, Elizabeth C. Wonsetler Jones
Abstract Background Healthcare clinical decision makers’ (CDMs) attitudes, beliefs, and biases can negatively contribute to both clinical conversations and subsequent inequitable management decisions in persistent musculoskeletal pain (PMP). Understanding the factors that may contribute to CDMs’ decisions is particularly important for vulnerable patient populations. Objectives The aim of this systematic review was to synthesize the current research investigating the impact of CDM’s attitudes, beliefs, and biases on the process of care in PMP management in adults. Methods A systematic search following PRISMA guidelines was run in five databases: CINAHL, PubMed, Scopus, Sociology Database in ProQuest, and Web of Science. Included studies: vulnerable adult populations with chronic pain. Methodological quality was assessed with the Downs and Black tool. Results Nine studies were included. Studies examined CDMs’ perceptions of case vignettes used in medical schools, allied health professional programs, and in healthcare settings. Implicit biases related to pain severity and favoring medical evidence influenced CDMs’ perceptions of case legitimacy. Pharmaceutical management decisions were influenced by race/ethnicity, gender, pain severity, medical evidence, and non-verbal patient behavior. Pain severity influenced non-pharmaceutical management decisions. Conclusion Implicit biases related to race/ethnicity, gender, supporting medical evidence, and pain severity were demonstrated in educational settings and persisted in clinical settings. Health professional curricula should include training with a focus on outcomes that demonstrate increased awareness of the factors that could lead to inequitable management decisions. Addressing biases during the training of CDMs will be necessary to improve congruency of clinical conversations and minimize marginalization of patient care in PMP.
摘要背景医疗保健临床决策者（CDM）的态度、信念和偏见会对持续性肌肉骨骼疼痛（PMP）的临床对话和随后的不公平管理决策产生负面影响。了解可能有助于CDM决策的因素对弱势患者群体尤为重要。目的本系统综述的目的是综合当前研究CDM的态度、信念和偏见对成人PMP管理中护理过程的影响。方法遵循PRISMA指南，在CINAHL、PubMed、Scopus、ProQuest中的社会学数据库和Web of Science五个数据库中进行系统搜索。纳入研究：患有慢性疼痛的脆弱成年人群。使用Downs和Black工具评估方法学质量。结果纳入9项研究。研究调查了CDM对医学院、联合健康专业项目和医疗环境中使用的病例小插曲的看法。与疼痛严重程度相关的隐性偏见和倾向于医学证据影响了CDM对案件合法性的看法。药物管理决策受到种族/民族、性别、疼痛严重程度、医学证据和非语言患者行为的影响。疼痛严重程度影响非药物管理决策。结论与种族/民族、性别、支持医学证据和疼痛严重程度相关的内隐偏见在教育环境中得到了证实，并在临床环境中持续存在。卫生专业课程应包括以结果为重点的培训，这些结果表明对可能导致不公平管理决策的因素的认识有所提高。为了提高临床对话的一致性并最大限度地减少PMP中患者护理的边缘化，有必要在CDM培训期间解决偏见。
{"title":"Systematic review of clinical decision-makers’ attitudes, beliefs, and biases that contribute to a marginalized process of care in persistent musculoskeletal pain. Part II: case vignettes","authors":"Alicia J. Emerson, Lauren E. Chandler, Riley H. Oxendine, Corey M. Huff, Gabrielle M. Harris, G. Baxter, Elizabeth C. Wonsetler Jones","doi":"10.1080/10833196.2021.2000289","DOIUrl":"https://doi.org/10.1080/10833196.2021.2000289","url":null,"abstract":"Abstract Background Healthcare clinical decision makers’ (CDMs) attitudes, beliefs, and biases can negatively contribute to both clinical conversations and subsequent inequitable management decisions in persistent musculoskeletal pain (PMP). Understanding the factors that may contribute to CDMs’ decisions is particularly important for vulnerable patient populations. Objectives The aim of this systematic review was to synthesize the current research investigating the impact of CDM’s attitudes, beliefs, and biases on the process of care in PMP management in adults. Methods A systematic search following PRISMA guidelines was run in five databases: CINAHL, PubMed, Scopus, Sociology Database in ProQuest, and Web of Science. Included studies: vulnerable adult populations with chronic pain. Methodological quality was assessed with the Downs and Black tool. Results Nine studies were included. Studies examined CDMs’ perceptions of case vignettes used in medical schools, allied health professional programs, and in healthcare settings. Implicit biases related to pain severity and favoring medical evidence influenced CDMs’ perceptions of case legitimacy. Pharmaceutical management decisions were influenced by race/ethnicity, gender, pain severity, medical evidence, and non-verbal patient behavior. Pain severity influenced non-pharmaceutical management decisions. Conclusion Implicit biases related to race/ethnicity, gender, supporting medical evidence, and pain severity were demonstrated in educational settings and persisted in clinical settings. Health professional curricula should include training with a focus on outcomes that demonstrate increased awareness of the factors that could lead to inequitable management decisions. Addressing biases during the training of CDMs will be necessary to improve congruency of clinical conversations and minimize marginalization of patient care in PMP.","PeriodicalId":46541,"journal":{"name":"Physical Therapy Reviews","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45564087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-09DOI: 10.1080/10833196.2021.2000287
C. Killingback, Amy Tomlinson, J. Stern, Clare Whitfield
Abstract Background There is a growing expectation that healthcare should focus on the needs of the individual patient with the philosophy of person-centred practice as the central model for care delivery. Given the importance of person-centred practice, there is a need to understand how curricula are preparing physiotherapy students for working in a person-centred manner. Objectives The aim of this literature review was to explore empirical studies relating to educational interventions to teach person-centred practice in physiotherapy pre-qualifying curricula. Methods A systematic search was conducted across six electronic bibliographic databases to identify relevant studies. Data were extracted and analysed with thematic and narrative synthesis. Results A total of 1621 studies were identified through the search strategy and screened against the inclusion/exclusion criteria. Eight studies met the inclusion criteria (five qualitative, two quantitative, and one mixed methods). Three themes were identified from the student perspective on the educational interventions: positive impact on learning; creating a safe, authentic, person-centred learning environment; and challenges in changing views. Quantitative studies suggested the interventions enhanced learning on person-centred practice. Conclusions A wide range of educational interventions were used to teach person-centred practice which appeared to have a positive impact on student learning and led to a greater sensitivity of person-centred practice. Further research is needed to understand whether educational interventions to teach person-centred practice translate to changed behaviour in clinical practice to the benefits of those receiving physiotherapy services.
{"title":"Teaching person-centred practice in physiotherapy curricula: a literature review","authors":"C. Killingback, Amy Tomlinson, J. Stern, Clare Whitfield","doi":"10.1080/10833196.2021.2000287","DOIUrl":"https://doi.org/10.1080/10833196.2021.2000287","url":null,"abstract":"Abstract Background There is a growing expectation that healthcare should focus on the needs of the individual patient with the philosophy of person-centred practice as the central model for care delivery. Given the importance of person-centred practice, there is a need to understand how curricula are preparing physiotherapy students for working in a person-centred manner. Objectives The aim of this literature review was to explore empirical studies relating to educational interventions to teach person-centred practice in physiotherapy pre-qualifying curricula. Methods A systematic search was conducted across six electronic bibliographic databases to identify relevant studies. Data were extracted and analysed with thematic and narrative synthesis. Results A total of 1621 studies were identified through the search strategy and screened against the inclusion/exclusion criteria. Eight studies met the inclusion criteria (five qualitative, two quantitative, and one mixed methods). Three themes were identified from the student perspective on the educational interventions: positive impact on learning; creating a safe, authentic, person-centred learning environment; and challenges in changing views. Quantitative studies suggested the interventions enhanced learning on person-centred practice. Conclusions A wide range of educational interventions were used to teach person-centred practice which appeared to have a positive impact on student learning and led to a greater sensitivity of person-centred practice. Further research is needed to understand whether educational interventions to teach person-centred practice translate to changed behaviour in clinical practice to the benefits of those receiving physiotherapy services.","PeriodicalId":46541,"journal":{"name":"Physical Therapy Reviews","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49336177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-05DOI: 10.1080/10833196.2021.2000288
Khaled M Hasan, Patrick Makary
Abstract Objectives: This study aimed to measure the performance of physical therapy students in the pharmacology course by using pre-and post-lecture online quizzes. Methods: A total of 119 graduate students from the physical therapy program in their second year participated in this study. Pre- and post-lecture online quizzes, created using Google forms, were delivered before and after each lecture, respectively. Each online quiz consisted of ten multiple-choice questions about the three different pharmacology topics covered in the classroom from midterm to final exam. Results: The average score of the post-lecture quiz was improved significantly compared with the pre-lecture quiz in all three pharmacology units: CNS (4.51/10 vs. 8.18/10) Endocrine (5.67/10 vs. 8.84/10), and Chemotherapeutics (3.27/10 vs. 6.77/100), p < 0.0001. By using the total percent of pre-and post-lecture quizzes, the results remained significantly higher in the post-lecture quiz (44.97% vs. 80.00%) (p < 0.0001). However, by comparing the effect of online quizzes on students’ performance between the midterm and the final exam, our data revealed that students’ grades on the final exam were insignificantly higher compared with midterm grades (85.37% vs. 86.58%, P-value <0.51). An experimental group that took the online quizzes had insignificantly higher grades on the final exam compared with the final exam scores of the control group that did not take the quizzes (86.58% vs. 84.21%, p-value 0.39). Conclusions: The results of this study demonstrated significant improvement in students’ performance in their online post-lecture quizzes compared to their pre-lecture quizzes, but that improvement did not reflect significantly on their final exam grades.
{"title":"The effect of online quizzes in improving physical therapy students’ exam scores in a pharmacology course","authors":"Khaled M Hasan, Patrick Makary","doi":"10.1080/10833196.2021.2000288","DOIUrl":"https://doi.org/10.1080/10833196.2021.2000288","url":null,"abstract":"Abstract Objectives: This study aimed to measure the performance of physical therapy students in the pharmacology course by using pre-and post-lecture online quizzes. Methods: A total of 119 graduate students from the physical therapy program in their second year participated in this study. Pre- and post-lecture online quizzes, created using Google forms, were delivered before and after each lecture, respectively. Each online quiz consisted of ten multiple-choice questions about the three different pharmacology topics covered in the classroom from midterm to final exam. Results: The average score of the post-lecture quiz was improved significantly compared with the pre-lecture quiz in all three pharmacology units: CNS (4.51/10 vs. 8.18/10) Endocrine (5.67/10 vs. 8.84/10), and Chemotherapeutics (3.27/10 vs. 6.77/100), p < 0.0001. By using the total percent of pre-and post-lecture quizzes, the results remained significantly higher in the post-lecture quiz (44.97% vs. 80.00%) (p < 0.0001). However, by comparing the effect of online quizzes on students’ performance between the midterm and the final exam, our data revealed that students’ grades on the final exam were insignificantly higher compared with midterm grades (85.37% vs. 86.58%, P-value <0.51). An experimental group that took the online quizzes had insignificantly higher grades on the final exam compared with the final exam scores of the control group that did not take the quizzes (86.58% vs. 84.21%, p-value 0.39). Conclusions: The results of this study demonstrated significant improvement in students’ performance in their online post-lecture quizzes compared to their pre-lecture quizzes, but that improvement did not reflect significantly on their final exam grades.","PeriodicalId":46541,"journal":{"name":"Physical Therapy Reviews","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41483862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-21DOI: 10.1080/10833196.2021.1988816
Laurits Taul-Madsen, Troels Kjeldsen, S. Skou, I. Mechlenburg, U. Dalgas
Abstract Background: Exercise is known to have many beneficial effects. Nevertheless, long-term adherence remains a challenge. A concept suggested to attend this problem is Exercise Booster Sessions (EBS). However, the current knowledge on EBS is limited. Objectives: This systematic review aimed to summarize and synthesize 1) the reported effects of EBS on physical function, pain, quality-of-life and societal costs and 2) delineate the basic components of EBS (frequency, intensity, type and time) following an exercise intervention in all clinical populations. Methods Seven databases (MEDLINE, EMBASE, CINAHL, SportDISCUS, Physiotherapy Evidence Database PEDro, Web of Science, and Cochrane Central Register of Controlled Trials) were electronically searched in August 2021. Included studies were randomized controlled trials (RCTs) of exercise interventions in all clinical populations followed by a period of EBS or a control group not receiving EBS. Results: Five studies on respectively knee osteoarthritis (n = 4) and low back pain (n = 1), reporting four different RCTs, were included. Four studies had a potential high risk of bias, whereas one was rated to have some concerns. One study found a positive effect of EBS on the Western Ontario and McMaster Universities Arthritis Index (WOMAC) score, −46.0 (-80.0, −12.0), whereas the others did not find any differences. The frequency of EBS ranged from 0.09 − 1 session/week, and one study found EBS to be cost-effective. Conclusions: Current evidence suggests no or at best moderate effects of EBS on physical function and pain. However, the low number of trials, the potential risk of bias, plus the diversity in trial interventions prevent a firm conclusion.
{"title":"Exercise booster sessions as a mean to maintain the effect of an exercise-intervention - A systematic review","authors":"Laurits Taul-Madsen, Troels Kjeldsen, S. Skou, I. Mechlenburg, U. Dalgas","doi":"10.1080/10833196.2021.1988816","DOIUrl":"https://doi.org/10.1080/10833196.2021.1988816","url":null,"abstract":"Abstract Background: Exercise is known to have many beneficial effects. Nevertheless, long-term adherence remains a challenge. A concept suggested to attend this problem is Exercise Booster Sessions (EBS). However, the current knowledge on EBS is limited. Objectives: This systematic review aimed to summarize and synthesize 1) the reported effects of EBS on physical function, pain, quality-of-life and societal costs and 2) delineate the basic components of EBS (frequency, intensity, type and time) following an exercise intervention in all clinical populations. Methods Seven databases (MEDLINE, EMBASE, CINAHL, SportDISCUS, Physiotherapy Evidence Database PEDro, Web of Science, and Cochrane Central Register of Controlled Trials) were electronically searched in August 2021. Included studies were randomized controlled trials (RCTs) of exercise interventions in all clinical populations followed by a period of EBS or a control group not receiving EBS. Results: Five studies on respectively knee osteoarthritis (n = 4) and low back pain (n = 1), reporting four different RCTs, were included. Four studies had a potential high risk of bias, whereas one was rated to have some concerns. One study found a positive effect of EBS on the Western Ontario and McMaster Universities Arthritis Index (WOMAC) score, −46.0 (-80.0, −12.0), whereas the others did not find any differences. The frequency of EBS ranged from 0.09 − 1 session/week, and one study found EBS to be cost-effective. Conclusions: Current evidence suggests no or at best moderate effects of EBS on physical function and pain. However, the low number of trials, the potential risk of bias, plus the diversity in trial interventions prevent a firm conclusion.","PeriodicalId":46541,"journal":{"name":"Physical Therapy Reviews","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48415627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-08DOI: 10.1080/10833196.2021.1987042
Madawi A. ALJawaee, Michael D. Jones, P. Theobald, J. Williams
Abstract Background Falls are a common and costly problem, with poor balance a significant contributor. Wobble boards are commonly used for balance enhancement. However, the efficacy of wobble board training is not well understood, particularly in the older adult. Objectives To appraise and synthesise literature pertaining to the effect of wobble board training on balance in older adults. Methods A systematic search of Medline, Scopus, EBSCO, CINAHL, Science Direct, and Google Scholar databases was conducted up to August 2020. Articles comparing balance before and after wobble board training were included and quality appraised using the modified Downs and Black checklist. Results Six relevant studies (n = 129) were identified for review: four randomised-controlled-trials, one pilot-study and one repeated-measures design. The overall weighted average percentages, calculated from those studies where possible suggested an improvement in Berg Balance Scale (or similar) was 4.4% and for timed-up and go, 6.3%. Mean effect sizes ranged from 0.09 to 0.96. Overall, there is conflicting evidence to support wobble training for balance improvement in older adults. Magnitude of real change was often small questioning the impact of such small improvements on overall balance function. Effect sizes for balance enhancement through wobble board training were modest, with the largest effects on multi-modal balance outcome measures, such as the Berg Balance Scale. The results indicate that if wobble board programmes are simple and of a sufficient ‘within session’ duration, then some improvements in balance can be demonstrated within 3-weeks. Conclusions The evidence suggests conflicting results for the improvement of balance with wobble board training in older adults. Where effects were seen their magnitude was modest. Future studies should focus on determining the optimal wobble board programme to enhance balance.
{"title":"Does wobble board training improve balance in older adults? A systematic review","authors":"Madawi A. ALJawaee, Michael D. Jones, P. Theobald, J. Williams","doi":"10.1080/10833196.2021.1987042","DOIUrl":"https://doi.org/10.1080/10833196.2021.1987042","url":null,"abstract":"Abstract Background Falls are a common and costly problem, with poor balance a significant contributor. Wobble boards are commonly used for balance enhancement. However, the efficacy of wobble board training is not well understood, particularly in the older adult. Objectives To appraise and synthesise literature pertaining to the effect of wobble board training on balance in older adults. Methods A systematic search of Medline, Scopus, EBSCO, CINAHL, Science Direct, and Google Scholar databases was conducted up to August 2020. Articles comparing balance before and after wobble board training were included and quality appraised using the modified Downs and Black checklist. Results Six relevant studies (n = 129) were identified for review: four randomised-controlled-trials, one pilot-study and one repeated-measures design. The overall weighted average percentages, calculated from those studies where possible suggested an improvement in Berg Balance Scale (or similar) was 4.4% and for timed-up and go, 6.3%. Mean effect sizes ranged from 0.09 to 0.96. Overall, there is conflicting evidence to support wobble training for balance improvement in older adults. Magnitude of real change was often small questioning the impact of such small improvements on overall balance function. Effect sizes for balance enhancement through wobble board training were modest, with the largest effects on multi-modal balance outcome measures, such as the Berg Balance Scale. The results indicate that if wobble board programmes are simple and of a sufficient ‘within session’ duration, then some improvements in balance can be demonstrated within 3-weeks. Conclusions The evidence suggests conflicting results for the improvement of balance with wobble board training in older adults. Where effects were seen their magnitude was modest. Future studies should focus on determining the optimal wobble board programme to enhance balance.","PeriodicalId":46541,"journal":{"name":"Physical Therapy Reviews","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44162807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.1080/10833196.2021.1978247
M. E. Abbass, N. Ibrahim
Abstract Background Action observation therapy is a novel rehabilitation tool. It is a top-down approach based on mirror neuron system recruitment. Objectives To evaluate action observation therapy’s effectiveness in improving upper limb function in children with cerebral palsy and perform a meta-analysis to synthesize data across statistically similar studies. Methods Data Sources: Included The Web of Science, Science Direct, OVID, PubMed, Physiotherapy Evidence Database PEDro, and the Cochrane Library. Study selection: The authors included randomized controlled trials that studied the effect of action observation therapy alone or associated with other treatment methods on upper limb function in children with cerebral palsy. Five studies met the inclusion criteria. Study appraisal: Two authors extracted data independently and assessed the risk of bias using The Cochrane Collaboration tool for assessing the risk of bias in randomized trials. Results Of the five studies chosen for review, we included three in the meta-analysis. There was no significant difference between action observation therapy with repeated action versus repeated action alone in the hand assessment (AHA) scale, the Melbourne Assessment of Unilateral Upper Limb (MUUL), and ABILHAND- Kids (P-values 0.53, 0.26, 0.89, respectively). Conclusions Action observation therapy has no advantage over traditional functional motor training in improving upper limb function in rehabilitating children with cerebral palsy.
{"title":"Effectiveness of action observation therapy on upper extremity function in children with cerebral palsy: systematic review and meta-analysis","authors":"M. E. Abbass, N. Ibrahim","doi":"10.1080/10833196.2021.1978247","DOIUrl":"https://doi.org/10.1080/10833196.2021.1978247","url":null,"abstract":"Abstract Background Action observation therapy is a novel rehabilitation tool. It is a top-down approach based on mirror neuron system recruitment. Objectives To evaluate action observation therapy’s effectiveness in improving upper limb function in children with cerebral palsy and perform a meta-analysis to synthesize data across statistically similar studies. Methods Data Sources: Included The Web of Science, Science Direct, OVID, PubMed, Physiotherapy Evidence Database PEDro, and the Cochrane Library. Study selection: The authors included randomized controlled trials that studied the effect of action observation therapy alone or associated with other treatment methods on upper limb function in children with cerebral palsy. Five studies met the inclusion criteria. Study appraisal: Two authors extracted data independently and assessed the risk of bias using The Cochrane Collaboration tool for assessing the risk of bias in randomized trials. Results Of the five studies chosen for review, we included three in the meta-analysis. There was no significant difference between action observation therapy with repeated action versus repeated action alone in the hand assessment (AHA) scale, the Melbourne Assessment of Unilateral Upper Limb (MUUL), and ABILHAND- Kids (P-values 0.53, 0.26, 0.89, respectively). Conclusions Action observation therapy has no advantage over traditional functional motor training in improving upper limb function in rehabilitating children with cerebral palsy.","PeriodicalId":46541,"journal":{"name":"Physical Therapy Reviews","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47301866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.1080/10833196.2021.1978779
A. Morgan, Diane Bégin, J. Heisz, A. Tang, L. Thabane, J. Richardson
Abstract Background Physical performance measures assessing mobility are important tools for assessing current functional status, predicting future functional status, and monitoring change. To respond to the increased necessity to conduct research and care remotely and self-monitor one’s health status, there is a need for reliable, valid, and responsive measures that can be self or remotely administered. Objectives To evaluate (i) the test procedures and population suitability of remotely or self-administered lower extremity performance measures and (ii) the measurement properties of scores for these measures. Methods This review will include quantitative studies with adult participants (≥ 18 years) who are living independently in the community. For the purposes of this review, mobility is defined as the ability to move by changing body position or location or transferring from one place to another as per the International Classification of Functioning, Disability and Health (ICF) framework. Five databases; MEDLINE, EMBASE, CINAHL, AMED and Cochrane CENTRAL will be searched to identify relevant studies. Reference lists of relevant studies will be hand-searched to identify additional eligible studies. Title and abstracts screening, full text screening and data extraction will be completed independently by two reviewers. Results will be compared against COnsensus-based Standards for the selection of health Measurement Instruments’ (COSMIN) criteria for measurement properties which provide a sufficient, insufficient, or indeterminate rating based on whether a previously defined hypothesis (set by research team or by COSMIN). The quality of each study will be assessed by two independent reviewers using COSMIN’s Risk of Bias tool.
{"title":"Measurement properties of remotely or self-administered physical performance measures to assess mobility: a systematic review protocol","authors":"A. Morgan, Diane Bégin, J. Heisz, A. Tang, L. Thabane, J. Richardson","doi":"10.1080/10833196.2021.1978779","DOIUrl":"https://doi.org/10.1080/10833196.2021.1978779","url":null,"abstract":"Abstract Background Physical performance measures assessing mobility are important tools for assessing current functional status, predicting future functional status, and monitoring change. To respond to the increased necessity to conduct research and care remotely and self-monitor one’s health status, there is a need for reliable, valid, and responsive measures that can be self or remotely administered. Objectives To evaluate (i) the test procedures and population suitability of remotely or self-administered lower extremity performance measures and (ii) the measurement properties of scores for these measures. Methods This review will include quantitative studies with adult participants (≥ 18 years) who are living independently in the community. For the purposes of this review, mobility is defined as the ability to move by changing body position or location or transferring from one place to another as per the International Classification of Functioning, Disability and Health (ICF) framework. Five databases; MEDLINE, EMBASE, CINAHL, AMED and Cochrane CENTRAL will be searched to identify relevant studies. Reference lists of relevant studies will be hand-searched to identify additional eligible studies. Title and abstracts screening, full text screening and data extraction will be completed independently by two reviewers. Results will be compared against COnsensus-based Standards for the selection of health Measurement Instruments’ (COSMIN) criteria for measurement properties which provide a sufficient, insufficient, or indeterminate rating based on whether a previously defined hypothesis (set by research team or by COSMIN). The quality of each study will be assessed by two independent reviewers using COSMIN’s Risk of Bias tool.","PeriodicalId":46541,"journal":{"name":"Physical Therapy Reviews","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46708839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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