Ultrasound evaluation of Achilles tendon thickness in asymptomatics: A reliability study

Background: Achilles tendon disorders are among the most common maladies encountered in sports medicine. Increased tendon thickness is considered to be a risk factor for Achilles tendon disorders. Ultrasonography is currently the modality of choice that best demonstrate the Achilles tendon abnormalities. This study investigated Intra-rater reliability of ultrasound in Achilles tendon thickness measurements among asymptomatic’-s, performed by a qualified physiotherapist with limited ultrasound training. Method: A test retest reliability design was used. 25 healthy participants were recruited from Sheffield Hallam University. Achilles tendon thickness measurements were performed on two occasions, approximately 30 minutes apart; by the same rater, under same testing conditions. Results: The Intraclass correlation coefficient (ICC) for intra-rater reliability was found be excellent (ICC =0.935; 95% confidence interval, 0.88-0.96). Implications: Ultrasound can be used in the field of physiotherapy as a clinical tool for prevention, assessment and monitoring rehabilitation of athletes. Conclusion: Ultrasound evaluation of Achilles tendon thickness can be reliably performed by a qualified physiotherapist with limited ultrasound training. Further research is required to investigate inter rater reliability and among different patient populations with proper US training

A case of long thoracic nerve palsy

A 31 year old male developed unilateral neck pain associated with increased kyphotic posture 24 hours after having general anaesthesia for ankle surgery. The pain and postural adaptation resolved, but a painless shoulder dysfunction developed. Following assessment a provisional diagnosis of long thoracic nerve palsy was made, and a 'wait and see' approach to management was taken. The dysfunction gradually resolved over a 12 month period without further investigation or intervention. The case study is discussed in light of possible neurophysiological mechanisms involved and of published literature on the management of long thoracic nerve palsy

Quality appraisal as a part of the systematic review: a review of current methods

Systematic reviews frequently underpin national and international practice guidelines. Different approaches to the systematic review process, in particular quality appraisal, have been advocated. This paper discusses these approaches and highlights possible limitations which might impact upon the validity of the conclusions drawn. Practical alternatives are offered upon which systematic reviews may be appraised and conducted

Physiotherapy student perspectives on synchronous dual-campus learning and teaching

An increasing number of universities offer educational programmes across multiple campuses, as a way of facilitating access to tertiary education and filling the shortage of health professionals in rural and regional settings. Offering an equitable learning experience across all sites has been considered an important aspect in any learning and teaching approach. This qualitative study analysed data from 10 focus group discussions and 11 unit evaluations, to explore student perceptions of synchronous dual-campus delivery of a physiotherapy programme in Central Queensland, Australia. An inductive approach to thematic analysis was used. Three themes emerged: (a) Student location influences learning; (b) Videoconferencing impacts learning and teaching; and (c) Dual-campus delivery determines teaching structures and shapes teaching processes. Difficulties related to cross-campus communication, logistics, and opportunities for interaction and engagement were seen as detrimental to synchronous dual-campus delivery. Skill-based demonstrations added another level of complexity. However, students identified a potential benefit from accessing expertise from both campuses. With careful planning and consideration of the potential barriers and facilitators, synchronous dual-campus learning environments can be an effective delivery option for higher education institutions. This study builds on existing literature and suggests a number of strategies that are specific to this mode of programme delivery

Exploring what patients with musculoskeletal conditions want from first point of contact health practitioners

Objectives This research was conducted to support the development of the Musculoskeletal (MSK) Health Capabilities Framework to ensure the framework reflected patients’ priorities. The aim of this study was to explore what patients with MSK problems want from their initial consultation with a first contact health practitioner and from the patient perspective what characterises a good first contact health practitioner. Methods Focus groups were held in four locations across England. Sixteen participants with a self-declared MSK condition aged 19 to 75 took part (11 female, five male). Participants discussed the questions they want answered when first going to see a health professional about a MSK problem and how they would describe a good first contact health provider. Results Participants wanted answers to questions about: the nature of the problem, the management of the problem, where to get information and support to help themselves, what activities they can do and what the future holds. Values and behaviours they expect and value from first contact health practitioners include: good communication skills, appreciation of impact, a willingness to discuss alternative and complementary therapies, shared decision making and an awareness of own limitations and when to refer. Conclusion The MSK core capabilities framework for first contact health practitioners aims to ensure a person-centred approach in the first stages of managing any MSK problem a person may present with. The focus groups enabled the developers of the framework to achieve a greater understanding of patient priorities, expectations and needs and allowed the patient perspective to be included in this national framework

Collaborative healthcare education programmes for continuing professional education in low and middle-income countries: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 65

Background Large discrepancies exist between standards of healthcare provision in high-income (HICs) and low and middle-income countries (LMICs). The root cause is often financial, resulting in poor infrastructure and under-resourced education and healthcare systems. Continuing professional education (CPE) programmes improve staff knowledge, skills, retention, and practice, but remain costly and rare in low-resource settings. One potential solution involves healthcare education collaborations between institutions in HICs and LMICs to provide culturally appropriate CPE in LMICs. To be effective, educational partnerships must address the challenges arising from differences in cultural norms, language, available technology and organisational structures within collaborating countries. Methods Seven databases and other sources were systematically searched on 7 July 2020 for relevant studies. Citations, abstracts, and studies were screened and consensus was reached on which to include within the review. 54 studies were assessed regarding the type of educational programme involved, the nature of HIC/LMIC collaboration and quality of the study design. Results Studies varied greatly regarding the types and numbers of healthcare professionals involved, pedagogical and delivery methods, and the ways in which collaboration was undertaken. Barriers and enablers of collaboration were identified and discussed. The key findings were: 1. The methodological quality of reporting in the studies was generally poor. 2. The way in which HIC/LMIC healthcare education collaboration is undertaken varies according to many factors, including what is to be delivered, the learner group, the context, and the resources available. 3. Western bias was a major barrier. 4. The key to developing successful collaborations was the quality, nature, and duration of the relationships between those involved. Conclusion This review provides insights into factors that underpin successful HIC/LMIC healthcare CPE collaborations and outlines inequities and quality issues in reporting

The use of an e-learning module on return to work advice for physiotherapists - a prospective cohort study

Background: Nonspecific low back pain (LBP) can progress to chronic disability and prolonged absence from work. Despite clinical and professional guidelines, physiotherapists often fail to address return to work outcomes. Aims: The aim of this exploratory study was to determine whether an e-learning resource tailored to physiotherapy practice could affect physiotherapists’ attitudes and beliefs regarding return to work advice for their patients. Design: A prospective interventional cohort study (pilot). Methods: Participants were recruited via the Chartered Society of Physiotherapy website. Responses on a clinical vignette, the Health Care Providers’ Pain and Impairment Scale (HC-Pairs), and the Behavioral Constructs Questionnaire (BCQ) were collected online at baseline (Q1) and 2-months post-intervention (Q2). Results: Fifty-four physiotherapists completed Q1 and the response rate for Q2 was 44/54 (81%). Changes in the degree of agreement with guidelines indicated that the intervention made an impact on respondents (kappa 0.345; p = 0.003). HC-Pairs and BCQ results showed a nonstatistically significant trend toward the target behavior. Conclusions: There is a need for interventions to improve adherence with advice for return to work following nonspecific LBP. An e-learning tool for physiotherapists on advising patients regarding return to work has potential to positively affect self-reported clinical behavio

Quality appraisal as part of the systematic review: a review of current methods

Systematic reviews frequently underpin national and international practice guidelines. Different approaches to the systematic review process, in particular quality appraisal, have been advocated. This paper discusses these approaches and highlights possible limitations which might impact upon the validity of the conclusions drawn. Practical alternatives are offered upon which systematic reviews may be appraised and conducted

Prone hip extension with lower abdominal hollowing improves the relative timing of gluteus maximus activation in relation to biceps femoris

Hamstring injuries are common. The hamstrings and gluteus maximus (GM) work as synergists during hip extension. When contraction of GM is delayed relative to Biceps Femoris (BF) the hamstrings may be predisposed to injury due to increased demand. This study investigated whether specific training affected neuromuscular control of BF and GM during Prone Hip Extension (PHE). Twenty healthy volunteers were randomly allocated to the intervention or the control group. Mean onset times for BF and GM during PHE were recorded via surface electromyography (sEMG). The intervention group performed a 10 min exercise with focus on proximal to distal muscle activation involving abdominal hollowing and active GM contraction prior to PHE. The control group undertook an exercise which included only PHE. Post exercise descriptive analysis indicated that the intervention exercise reduced the delay of GM firing relative to BF, however, when baseline differences between the two groups are taken into account as a covariant, the difference attributable to the intervention is not statistically significant (P = 0.166). The results suggest that a short duration exercise intervention has the potential to alter the timing of activation of GM relative to BF during PHE but this needs validation through future research