The purpose of this study was to evaluate the effect of two sites of high frequency vibration on experimentally produced pain thresholds. Subjects were assigned to one of two experimental groups. Vibration was applied proximal to the site of pain threshold measurement in one group and distal to the measurement site in the other group. The cutaneous pain threshold was measured at the ulnar aspect of the wrist in both groups prior to, during, and following 5 min of vibration. Subjects were 30 right-handed, Caucasian males with a negative history of upper extremity dysfunction. A repeated measures analysis of variance (ANOVA) was used to analyze the data. There was a significant interaction between vibration site and time of pain threshold measurement. Post hoc analysis of that interaction indicated that a significant difference between experimental groups occurred only during vibration; the distal group values were significantly higher than the proximal group values (P less than 0.03). For the distal group, pain threshold values were significantly higher during vibration than pre vibration and post vibration (P less than 0.05). In the proximal group, there was no significant difference in pain threshold values across the 3 time periods. The results of this study indicate that vibration applied distal to the site of pain can provide temporary analgesia.
Purpose: This paper describes the development, implementation, and outcomes of two courses for entry-level, master’s degree earning physical therapist students. The courses were designed to address perceived barriers to early clinical education experiences, and to proactively provide appropriate structure for the imminent transition to a clinical doctoral degree curriculum. Methods: The courses were conducted one full-day/week during the first and third terms of the curriculum. A variety of clinical sites were utilized. Students passed competencies for skills appropriate for physical therapy aides prior to the onset of the clinical education course. During clinical assignments they performed those duties, and also completed specific learning activities designed to enhance coursework from the academic setting while minimizing demands on clinicians. Students completed worksheets designed specifically for each activity and attended synthesis seminars led by academicians at the university. Results: Assessments conducted through written course evaluations and focus groups with a subset of students, clinical instructors, and academic instructors indicated that overall the courses met our objectives. Benefits and challenges were identified. Discussion: Although early clinical education experiences are important for progressive development of students’ skills, these experiences pose challenges, particularly related to increased productivity demands on clinicians. Summary: Courses described in this article provided effective early clinical education experience while largely shifting responsibility for contextualization of learning from clinicians to academicians. As some allied health professions transition to doctoral level education, this model allows academic instructors to become more responsible for student learning in the clinical setting.
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