The disappointing lack of evidence for measurement properties suggests that any measure should be used with caution until appropriate evidence is provided. On the basis of limited evidence, the KFS offers the most promising approach to a combined clinician- and patient-assessment of ankle function, and the KAFS or OMAS if a patient-assessed evaluation of function is required.
The high level of inter-reviewer agreement supports the use of multiple trained reviewers in data extraction for reviews of measures of outcome using the checklist and Access software described. The electronic database supports standardized data extraction from published articles, benefiting from the combination of data extraction and data entry in a single step. Adaptation of the database to support structured reviews of measures of outcome adopted in the evaluation of other health states is proposed.
The authors work as online tutors for a BSc (Hons) physiotherapy programme at Coventry University in the United Kingdom. This paper represents a stage in our developing understanding, over a 3 year period, of the impact of group dynamics on online interaction among physiotherapy students engaged in sharing with their peers their first experiences of clinical practice. The literature exploring online interaction tends to situate meaning either in theories borrowed from conventional face-to-face interaction or on virtual interaction. Research focusing on 'blended learning' that combines face-to-face and online interaction is limited in terms of considering how group dynamics impact groups that are constituted and reconstituted in the two very different learning contexts. Using a case study approach, the authors consider how group dynamics change as groups move from face-to-face to online collaboration in pursuit of learning objectives. We characterize typical features of the cases and draw conclusions based on similarities and differences. Findings suggest that group learning is linked to group cohesion, which appears to be mediated by social and cognitive factors that students bring with them. Social presence appears vital to positive group dynamics and is a precursor to cognitive presence, which develops when groups rise above their desire to be sociable and supportive. Group dynamics, whether positive or negative, and their consequent impact on interaction appear to be relatively stable across contexts once the group scene is set through face-to-face interaction. Engagement and interaction of individual students, however, can alter when face-to-face interaction moves online.
This article discusses police stop and search within British Muslim communities and reports the analysis of statistical data collected by the Crime Survey of England and Wales between 2006 and 2011. The primary aim of the article is to determine the extent to which Crime Survey data support or challenge allegations of police discrimination against British Muslim communities. The context for the study is provided by criminological literature related to the policing of British African Caribbean and British Muslim communities. The article engages with the concept of ‘institutional Islamophobia’ and represents the first known study to model large-scale police stop and search data from British Muslim communities. Overall, the findings reveal a more complex picture of police stop and search practices within these communities than might be assumed from an uncritical reading of the literature.
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