ABSTRACT:We aimed to develop a Functional Assessment for Control of Trunk (FACT), and determine its reliability in this study. FACT judges the trunk performance and consists of 10 items with a full score of 20. Five physical therapists arranged in pairs, separately performed FACT for 23 cerebrovascular accident patients. We studied the interrater reliability of total scores with intra-class correlation coefficient (2,1), and analyzed the adjustment rate per item with percentages and κ coefficients. We used Cronbach's α for internal consistency. High inter-rater reliability (ICC(2,1)=0.96) was found for the total score. The agreement rate for each item ranged from 87-100%, κ coefficients 0.62-1, showing sufficient reliability for clinical introduction; Cronbach's α was 0.81. FACT is able to assess trunk function through a points measure of performance, and its application in clinical settings and research as a treatmentoriented test method is anticipated.
ABSTRACT:In this study we assessed the reliability and the validity of the Modified Step Test (MST), modified from the step test developed by Hill et al., as a dynamic balance performance test in healthy elderly persons. Fifty-one elderly persons participated in this study. The MST, knee extension strength, Timed Up and Go Test, and maximal gait speed were measured. The maximum time to complete five steps, one foot on, then off, a block at the front or side of subjects as quickly as possible were measured in the MST. The MST was repeated two consecutive times on one day. The intraday reliability of the MST in each direction was high. The MST had a significant correlation with the other indices. Scores on the MST in each direction had no significant difference. It is supposed that the MST is a reliable instrument for screening balance dysfunction in either the forward or side direction among the elderly.
ABSTRACT:The purpose of this study was to compare which of the educational methods, problem-based-learning (PBL) or the traditional lecture-based approach, is more effective in physical therapy education. Twenty students in the 3-year course physical therapy school participated in the study. Nine students' were allocated to the PBL group and eleven students were allocated to the lecture group. An academic examination and a questionnaire were implemented in order to measure the educational effects. The academic examination consisted of short answer questions and modified essay questions. The questionnaire consisted of twenty-one questions investigating students study behaviors, participation and satisfaction. The results demonstrated that there was no significant difference between the groups in the examination performance. However, the standard deviation of the examination score in the PBL group was much smaller than the lecture group and all students in the PBL group achieved more than minimum marks, whereas four students (36%) in the lecture group did not. Another trend was that the marks of the PBL group in the modified essay questions were generally higher than those of the lecture group. The results of questionnaire showed that there was a significant difference between the groups in study behaviors, such as utilization of library and internet resources. This result suggests that PBL is effective in nurturing student's self-directed learning behavior.
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