Aims: The aim of this paper is to critically review the evidence base for the use of proprioceptive neuromuscular facilitation (PNF) in physiotherapy practice. Given the evolving understanding of underlying physiological concepts and research developments in the more than 50 years since Herman Kabat originated the concept, there is a need to review the current evidence base. Method: Empirical studies investigating the effectiveness of PNF for increasing range of movement and functional rehabilitation for clinical and non-clinical populations along with patterns and irradiation concepts were reviewed. Results: Although it was difficult to draw definitive conclusions due to the lack of cognate studies and varying methodological quality of papers, a number of studies did demonstrate encouraging results for the use of PNF, particularly with regard to increasing range of movement. Conclusions: Further research is needed to explore individual components of PNF therapeutic approaches and their wider application in key clinical populations such as stroke with standardized outcome measures appropriate to clinical practice. Secondly there is need for the development of new paradigms to fully consider the underlying physiological concepts explaining the effectiveness of PNF.

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Peer coaching has been associated with positive effects on learning. Specifically, these associations have been explored in complex healthcare professions. A social theory of learning has been proposed as a key component of the utility of peer coaching. Further, within the peer coaching model, assessment has been considered as an important driver. Empirical support for these dimensions of the model is lacking. To quantify assessment achievements and explore emergent attitudes and beliefs about learning related to a specific peer coaching model with integrated assessment. A longitudinal study based in a UK Higher Education Institute recorded assessment achievements and surveyed attitudes and beliefs in consecutive Year 1 undergraduate (physiotherapy) students (n = 560) between 2002 and 2012. A 6% improvement in academic achievement was demonstrated following the introduction of a peer coaching learning model. This was increased by a further 5% following the implementation of an integrated assessment. The improvement related to an overall averaged increase of one marking band. Students valued the strategy, and themes relating to the importance of social learning emerged from survey data. Peer coaching is an evidence-based teaching and learning strategy which can facilitate learning in complex subject areas. The strategy is underpinned by social learning theory which is supported by emergent student-reported attitudes.

Westwater-Wood j , Ian Wellwood k on behalf of the James Lind Alliance (JLA) Physiotherapy Priority Setting Partnership (PSP) Steering Group

Objectives: The aim of this study was to devise, implement and evaluate a paediatric contextualised reusable computer-aided learning resource. Methods: This study is an evaluation of a curriculum development in which all 21 third year undergraduate physiotherapists at the University of Nottingham partici-pated. Data collection was via an online survey tool comprising open and closed questions using Likert scaling (1-5). Closed questions were aimed at ease of use, task setting and development of clinical reasoning skills. Two free text opportunities were provided. Results: The five point Likert ranking most frequently selected was agree or strongly agree. The first prompt for "specific issues with practical use" provided a main theme of poor experience using podcast elements; whilst the second prompt "anything else . . . you would like to add" provided a main theme of appreciation for the realism and problem solving skills stimulation. Conclusions: The computer-aided learning resource was found to be an appropriate teaching and learning approach. Students perceived that it facilitated their practice of clinical case management with this patient group