196 research outputs found
Effects of stochastic resonance whole-body vibration on sensorimotor function in elderly individuals - A systematic review
No full textIntroduction: Due to demographic changes, falls are increasingly becoming a focus of health care. It is known that within six months after a fall, two thirds of fallers will fall again. Therefore, therapeutic procedures to improve balance that are simple and can be performed in a short time are needed. Stochastic resonance whole-body vibration (SR-WBV) may be such a procedure.
Method: An electronic search to assess the effectiveness of SR-WBV on balance in the elderly was conducted using databases that included CINAHL Cochrane, PEDro, and PubMed. Included studies were assessed using the Collaboration Risk of Bias Tool by two independent reviewers.
Results: Nine studies showing moderate methodological quality were included. Treatment parameters were heterogeneous. Vibration frequency ranged from 1 to 12 Hz. Six studies found statistically significant improvements of balance from baseline to post measurement after SR-WBV interventions. One article found clinical relevance of the improvement in total time of the "Expanded Time to Get Up and Go Test".
Discussion: Physiological adaptations after balance training are specific and may explain some of the observed heterogeneity. Two out of nine studies assessed reactive balance and both indicated statistically significant improvements after SR-WBV. Therefore, SR-WBV represents a reactive balance training
The Use of Self-Study in Health Professional Higher Education and Medical Education - A Mixed-Method Systematic Review
No full textPurpose: Health profession education and medical education should implement primarily active learning units in the curriculum. Self-study/guided self-study is such a tool that promotes active learning, a method that involves students in their learning process. The implementation of active learning is intended to develop or consolidate practical skills (hands-on). This mixed-method systematic review evaluated the of self-study/guided self-study in the university landscape for health professions education and medical education. Another goal was to foster awareness of the method self-study/guided self-study. Method: A systematic literature search in CINAHL, Embase, ERIC, PubMed and Web of Science was performed. Additionally, a manual search was conducted. This article included qualitative, quantitative, or mixed-method study designs. Included articles were appraised using the JBI Critical Appraisal Tool for qualitative and quantitative research. Abductive thematic analysis was used to synthesize evidence. Random-effects meta-analysis was performed to determine the effects of self-study that develop or consolidate practical skills (hands-on) in health professional or medical students compared to traditional teaching. Results: Fifteen articles were included totaling 3949 students volunteering in the studies. Critical appraisal of the studies ranged from average to good. Seven studies reported the use of individual self-study. The overall weighted effect favored self-study compared to traditional teaching (SDM 0.30, 95%CI: 0.13-0.48, p = 0.003). Discussion: The synthesized findings suggested that self-study/guided self-study was used as individual self-study. Self-study/guided self-study could develop or consolidate practical skill (hands-on) in health professional and medical students. The self-study/guided self-study should be structured in such a way that individual learning, dyad and group learning are possible
Untersuchung zur Wirkung von Kinesio-Tape® und IQ-Tape® auf die Neuromuskuläre Aktivität beim Joggen, Treppensteigen und Drop-Jump
No full textBackground: Positive effects are postulated after Kinesiotape application for the treatment of sports injuries. Attributes such as metabolism stimulation, decongesting, invigorating and analgesic are called. The aim of this intervention study with a within-subject-design was to examine the effects of different elastic tapes (Kinesiotape® - KT, IQ-Tape® - IQ, without tape: OT) on the neuromuscular activation of the flexor and extension chain of the lower extremity during jogging, climbing stairs and drop jumps.
Subjects/Methods: Eighteen healthy adults (5 males and 13 females) with mean age of 26.29 ± 3.57 years and of 22.3 ± 0.7kg/m2 were recruited. The participants performed stairs climbing down, drop jumping and running with 10km/h, 12 km/h and 15 km/h. Muscle activation of the vastus medialis and laterails and bipceps femoris and semitendinosus muscles, tibialis anterior muscle, gastrocnemius medialis and lateralis muscle were assessed to represent the ratio of muscle activation of the anterior tibial muscle and gastrocnemius medialis and lateralis muscles (T/G ratio) and the ratio of muscle activation of the vastus medialis and lateralis muscles and biceps femoris and semitendinosus muscles (Q/I ratio) at the time before (-150 - 0 ms pre), during (0-30 ms post) and from 30 ms to 150 ms after the first ground contact by means of electromyographic measurements. The statistical analysis was carried out by means of the nonparametric L Puri Sen method. The significance level was set to p <0.05.
Results: Two participants withdrew from the study. The raw data of 16 participants could be analysed. During stairs climbing down, IQT shows a significantly better T/G ratio in the pre activation phase (-150 to 0 ms) compared to no tape (p = 0.01). The remaining applications with KT, IQT and no tape showed no significant differences (p <0.05)
Conclusion: It can be assumed that Kinesiotape® - KT und IQ-Tape®- IQ do not cause any relevant detectable changes in muscle activation in healthy individuals. Future studies should include patients with pathologically altered neuromuscular control
Sport hilft bei chronischen muskuloskelettalen Schmerzen
No full textEs besteht Evidenz, dass bei Menschen mit chronischen muskuloskelettalen Schmerzen das Trainieren über der Schmerzgrenze analgesierender wirkt als das Üben im schmerzfreien Bereich. Um den Patienten ihre Angst vor den Bewegungsschmerzen zu nehmen, sollten Physiotherapeuten gezielt Aufklärungsarbeit leisten und „Sicherheitshinweise“ einsetzen. Für die Praxis eignet sich ein Stufenmodell, das Ausdauer- und Krafttraining kombiniert
Effects of Hip Abductor Muscles Exercises on Pain and Function in Patients With Patellofemoral Pain. A Systematic Review and Meta-Analysis
No full textRogan, S, Haehni, M, Luijckx, E, Dealer, J, Reuteler, S, and Taeymans, J. Effects of hip abductor muscles exercises on pain and function in patients with patellofemoral pain: A systematic review and meta-analysis. J Strength Cond Res XX(X): 000–000, 2018—This systematic review and meta-analysis considered the effects of hip strengthening (i.e., abductor and external rotator muscles) vs. no hip strengthening on pain and of hip strengthening combined with knee strengthening vs. knee strengthening (i.e., quadriceps muscles) alone on pain and functional status in patients with patellofemoral pain (PFP). Eleven, randomized, controlled trial (RCT) studies and 1 non-RCT study were included, totaling 604 participants. Female athletes were included in one study, whereas untrained participants were included in the other studies. On average, the studies showed a low methodological quality. Hip muscle strengthening showed greater pain-reducing effects when compared with no hip strengthening (standardized mean difference [SMD] = −1.91; 95% confidence interval [CI], −2.92 to −0.9; p = 0.0002). When comparing a combined hip and knee muscle strengthening with knee muscle strengthening alone, pain was reduced in the combined hip and knee–strengthening group (SMD −0.99; 95% CI, −1.99 to 0.02; p = 0.05), whereas function showed a SMD of 0.70 (95% CI, 0.25–1.14; p = 0.002) again favoring the combined hip and knee–strengthening group. This meta-analysis showed evidence that the strengthening of the hip abductor muscles can reduce pain and function in patients with PFP. Because studies including highly trained patients with PFP are currently lacking, one should be careful when applying the clinical findings of this meta-analysis when working with athletes. Trial registration: PROSPERO 2014:CRD42014010716
Comparison of Two Kinds of Endurance Training Programs on the Effects of the Ability to Recover in Amateur Soccer Players
No full textBackground: High intensity intermittent aerobic exercise is an elementary endurance training exercise to build soccer endurance. Many studies exist with professional soccer players. But limited research has been conducted with amateur soccer players. Objectives: The aim of this study was to compare and assess the effects of the shuttle-run method and the Hoff-track method on the ability to recover in amateur soccer players within three weeks. Patients and Methods: Two amateur soccer teams were randomly assigned to shuttle-run group (n = 24; SRG) (SRG: shuttle-run group) or Hoff-track group (n = 18; HTG) (HTG: hoff-track group). They performed 2 times/week over three weeks their program. SRG performed a 20 m high speed shuttle-run until exhaustion and HTG covered at their highest speed level an obstacle track. Before and after training the yo-yo intermittent recovery test level 2 (YYIRTL2) was conducted. Results: Significant differences were observed within (P < 0.05) and between the groups (P = 0.06; ES = 0.50) in distance covering during YYIRTL2. Conclusions: Both training methods seem to improve the ability to recover in amateur soccer players within a short time period during the competition season
Guided self-study in preclinical physiotherapy students: A feasibility study
No full textBackground: Literature describing the impact of guided self-study (G-SS) in knowledge changes and skills improvements in undergraduate students is scarce. Objectives: The aims of our study were to evaluate the feasibility of a G-SS programme in a full-time undergraduate physiotherapy degree course and to assess the effectiveness of the G-SS on changes in knowledge and development of skills (hands-on). Method: Fifty-three first-semester undergraduate physiotherapy students were randomly divided into a G-SS group and a control group (CG). The G-SS group received six clinical cases and prepared each case during an 8-day cycle. The control group received self-study learning units of the original curriculum content. Primary outcome parameters were (1) time of task, (2) responsiveness of students and (3) programme differentiation. Knowledge changes and skills changes were tested using a multiple-choice questionnaire and the objective structured clinical examination (OSCE). Results: Students’ responsiveness was 32%. This was below the a priori set 83%. No differences in programme differentiation were found. The OSCE grade was significantly higher in the G-SS compared to CG (p = 0.003). Conclusion: The G-SS programme in its current form was not feasible regarding students’ responsiveness. Therefore, a slight modification of our study protocol (e.g., better time planning in the academic calendar) is needed to improve students’ willingness to participate in the G-SS programme. Clinical implications: Adaptation of the school timetable should allow undergraduate physiotherapy students to prepare clinical cases under conditions of lower workload. Guided self-study as compared to CG is superior in knowledge change and (hands-on) skills improvement
The impact of guided self-study on knowledge and skills in Swiss pre-clinical physiotherapy students - a feasibility study protocol
No full textPhysiotherapy education in Europe must incorporate self-study units in the curriculum due to the bologna reform. Studies investigating the impact of guided self-study (G-SS) on knowledge and skills in pre-clinical Swiss physiotherapy students are scarce. This study protocol describes a prospective randomized feasibility education study that will primarily examine the feasibility of establishing G-SS using retired physiotherapists as tutors in undergraduate physiotherapy students at the Bern University of Applied Sciences, School of Health Professions. Secondary objective will be to evaluate the effectiveness of six G-SS cycles with retired physiotherapists as tutors on knowledge and skills of pre-clinical undergraduate physiotherapy students. Students of the physiotherapy degree course will be allocated into a G-SS group or control group (CG). G-SS consists of an 8-day cycle. Feasibility outcome are the fidelity of implementation that include exposure dosage and students' responsiveness, and the degree of acceptability. Success criteria of feasibility are (1) exposure dosage calculated as the number of 90-min presentations that are conducted, and the content of cases and competences and (2) students' responsiveness, with at least a 83% willingness to participate. Acceptability of intervention from the undergraduate students' perspective will be evaluated by a questionnaire with open, semi-structured questions (post intervention). This study will provide new information regarding the feasibility of embedding G-SS in the curriculum and about the students' responsiveness and their acceptability for G-SS. Study protocol version 1 Trial registration: German Register of Clinical Studies (DKRS: DRKS00015518)
A new Mentor Evaluation Tool: Evidence of validity.
No full textBackgroundMentorship plays an essential role in enhancing the success of junior faculty. Previous evaluation tools focused on specific types of mentors or mentees. The main objective was to develop and provide validity evidence for a Mentor Evaluation Tool (MET) to assess the effectiveness of one-on-one mentoring for faculty in the academic health sciences.MethodsEvidence was collected for the validity domains of content, internal structure and relationship to other variables. The 13 item MET was tested for internal structure evidence with 185 junior faculty from Schools of Dentistry, Medicine, Nursing, and Pharmacy. Finally, the MET was studied for additional validity evidence by prospectively enrolling mentees of three different groups of faculty (faculty nominated for, or winners of, a lifetime achievement in mentoring award; faculty graduates of a mentor training program; and faculty mentors not in either of the other two groups) at the University of California San Francisco (UCSF) and asking them to rate their mentors using the MET. Mentors and mentees were clinicians, educators and/or researchers.ResultsThe 13 MET items mapped well to the five mentoring domains and six competencies described in the literature. The standardized Cronbach's coefficient alpha was 0.96. Confirmatory factor analysis supported a single factor (CFI = 0.89, SRMR = 0.05). The three mentor groups did not differ in the single overall assessment item (P = 0.054) or mean MET score (P = 0.288), before or after adjusting for years of mentoring. The mentorship score means were relatively high for all three groups.ConclusionsThe Mentor Evaluation Tool demonstrates evidence of validity for research, clinical, educational or career mentors in academic health science careers. However, MET did not distinguish individuals nominated as outstanding mentors from other mentors. MET validity evidence can be studied further with mentor-mentee pairs and to follow prospectively the rating of mentors before and after a mentorship training program
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