Estimates of low back pain prevalence in USA ballet dancers range from 8% to 23%. Lumbar stabilization and extensor muscle training has been shown to act as a hypoalgesic for low back pain. Timing and coordination of multifidi and transverse abdominis muscles are recognized as important factors for spinal stabilization. The purpose of this study was to explore the effects of training methods using home exercises and a dynamic sling system on core strength, disability, and low back pain in pre-professional ballet dancers. Five participants were randomly assigned to start a traditional unsupervised lumbar stabilization home exercise program (HEP) or supervised dynamic sling training to strengthen the core and lower extremities. Measurements were taken at baseline and at weeks 3 and 6 for disability using the patient specific functional scale (PSFS), pain using the Numerical Pain Rating System (NPRS), core strength and endurance using timed plank, side-plank, and bridge positions, and sciatic nerve irritability using the straight leg raise (SLR). Data were analyzed using descriptive statistics. From initial to final measurements, all participants demonstrated an improvement in strength and SLR range, and those with initial pain and disability reported relief of symptoms. These results suggest that dynamic sling training and a HEP may help to increase strength, decrease pain, and improve function in dancers without aggravating sciatic nerve irritation.
There was no evidence for improved healing when using silicone gel sheets. The results do not support using silicone gel sheets on linear scars for individuals with no history of abnormal scarring.
The purpose of this case series was to explore the effects of tibio-femoral (TF) manual traction on pain and passive range of motion (PROM) in individuals with unilateral motion impairment and pain in knee flexion. Thirteen participants volunteered for the study. All participants received 6 minutes of TF traction mobilization applied at end-range passive knee flexion. PROM measurements were taken before the intervention and after 2, 4, and 6 minutes of TF joint traction. Pain was measured using a visual analog scale with the TF joint at rest, at end-range passive knee flexion, during the application of joint traction, and immediately post-treatment. There were significant differences in PROM after 2 and 4 minutes of traction, with no significance noted after 4 minutes. A significant change in knee flexion of 25.9u, which exceeded the MDC 95, was found when comparing PROM measurements pre-to final intervention. While pain did not change significantly over time, pain levels did change significantly during each treatment session. Pain significantly increased when the participant's knee was passively flexed to end range; it was reduced, although not significantly, during traction mobilization; and it significantly decreased following traction. This case series supports TF joint traction as a means of stretching shortened articular and periarticular tissues without increasing reported levels of pain during or after treatment. In addition, this is the first study documenting the temporal aspects of treatment effectiveness in motion restoration.
Introduction.
Alternative methods of anatomy instruction have increased in popularity; however, cadaveric dissections were not consistently reported as the most effective teaching tool. Subjects from 2 professional (entry-level) physical therapist education programs who were taught anatomy using multimodal strategies and either cadaveric dissection or prosected cadavers were compared. The purposes of this study were to 1) determine subjects' approach to learning (surface or deep), 2) determine the preferred learning style of the subjects, 3) assess the subjects' retention of anatomy at the completion of an anatomy course and 6 months later, and 4) determine how much time subjects spent in learning activities for each anatomy pedagogy.
Methods.
Outcome measures consisted of an anatomy quiz, the Revised 2-Factor Study Process Questionnaire, a Learning Perception Inventory, and the Visual, Auditory, Read/Write, Kinesthetic Questionnaire. Data were collected at 3 points during the study: before anatomy class, immediately at the conclusion of the anatomy class, and 6 months after the class had ended. Data were analyzed using SPSS 25.0 and included descriptive statistics, Wilcoxon signed ranks tests, and Mann–Whitney U tests.
Results.
Subjects in both programs were kinesthetic learners who used a deep learning approach. Subjects were able to retain anatomical knowledge postanatomy and 6 months after the class ended, no matter which learning tools were used. The group who worked with prosected cadavers perceived spending more total time preparing for anatomy class.
Discussion and Conclusion.
Based on these results, cadaveric prosection was as effective as cadaveric dissection in 2 multimodal anatomy classes for subjects in 2 professional (entry-level) physical therapist education programs.
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