Objective:The purpose of this study was to examine the relationship between the dimensions of the carpal tunnel and sex. Study Design: Basic science. Background: Women have a higher incidence of carpal tunnel syndrome than men, and understanding anatomic factors that may predispose women to developing carpal tunnel syndrome may be informative clinically. Using ultrasound, others have shown that a "squarer" carpal tunnel is associated with carpal tunnel syndrome. Methods and Measures:In this study, we measured crosssectional area, width, and depth of the carpal tunnels from 8 female and 9 male cadavers in transverse sections made through the carpal tunnel. Results: No signifi cant differences were found between the age, weight, body mass index, or radius-derived stature of the female and male cadavers. The cross-sectional area of the female carpal tunnels (1.34 ± 0.16 cm 2 ) was signifi cantly less ( P < 0.01) than the area of the male carpal tunnels (1.66 ± 0.21 cm 2 ). The depth of the carpal tunnel was not signifi cantly different between the sexes, but the average width of the female carpal tunnel (2.04 ± 0.14 cm) was signifi cantly shorter ( P < 0.01) than the average width of the male carpal tunnel (2.33 ± 0.15 cm). Conclusions:The depth-to-width ratio of the carpal tunnel was signifi cantly greater ( P < 0.05) in the females (0.50 ± 0.07) than in the males (0.43 ± 0.07). Thus, the "squarer" carpal tunnels of females may contribute to the higher incidence of carpal tunnel syndrome in women.
Purpose: The purpose of this study was to analyze how selected senior instructors in physical therapist educational programs define and seek to impart information on professional behavior. Methods: A qualitative case study approach was used to gather data from eight instructors teaching in four physical therapist educational programs in a selected region. Each interview was analyzed as an individual case study, followed by a cross case analysis to identify common themes. Results: Interpretational analysis using a process of constant comparison revealed nine common themes: 1) Instructors found it difficult to broadly define professional behavior. 2) Instructors expect students to be on time. 3) Instructors expect students to speak and act with courtesy and respect. 4) Instructors expect students to communicate appropriately. 5) Instructors expect students to dress appropriately. 6) Instructors expect students to participate in class. 7) Instructors consciously model professional behavior as a way to communicate their expectations. 8) Instructors give instructions and provide students with feedback about professional behavior. 9) Instructors do not attach a specific grade to professional behavior. Conclusions: Although instructors indicated a lack of confidence in consistency regarding professional behavior expectations, the themes that emerged in this study fit within existing descriptions of professional behavior for clinical physical therapists. Instructor perceptions of strategies for conveying information about professional behavior to students were consistent with existing literature on modeling and explicit teaching. .
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