|
|
Need help in discussing an article for an inservice
|
Logged in as: Guest
|
|
Users viewing this topic:
none
|
|
Login  | |
|
Need help in discussing an article for an inservice - June 9, 2001 1:15:00 PM
|
|
|
jma
Posts: 2312
Joined: August 24, 2000
From: NY
Status: offline
|
Hello,
I have been given the option to discuss an article either from the PT Journal or the JOSPT. How does one go about discussing it? Is it just summarizing what the research was about, how they came about doing it, what was involved and what the conclusion supports? Also, how familiar do I have to be when discussing concepts only mentioned by name in the research. Do I have to explain it more in depth? This is my first time doing it and I could use a few tips and pointers to help me out. Thank you for your time.
|
|
|
|
|
Re: Need help in discussing an article for an inservice - June 12, 2001 1:00:00 PM
|
|
|
Andrew M. Ball, MS, PT
Posts: 500
Joined: October 8, 1999
From: Chapel Hill, NC, USA
Status: offline
|
JMA,
The answer to your question is, "It depends."
The first rule of education is to, "know thy audience." What do they want to learn about? Do they care about the statistics of the study or do they just want an overview?
Do they want to hear about the reliablity and validity of the study? If so, do they know what these words mean? (Technically, the terms are mutually exclusive, though in clincal practice studies are often said to be both vaild and reliable). If so, do you know enough about statistics to evaluate this? Do they want to know how large the study was (e.g. a larger N mimimizes artifact and increases the statistical power of the study).
On the other hand, they may just assume that you'll not bring a crappy study to the table, and they may rather want to hear about the summarized results and clinical implications of a study. The second rule of teaching is to make the learning active, figure out ways to have the information directly apply to the daily routines, or typical patients of the PT's in the practice. Perhaps a patient will volunteer to help you demonstrate the clinical application of particular study, or perhaps different patients can be discussed in ways that help clarify what the research was implying in the first place.
Finally, and this is a soapbox issue for me, present to the clinic questions for future research and try to lead discussion on how the questions could be answered by the PT practice where you're affiliating. I expect for students to think about this issue, for those in their second year I expect for them to be able to construct a "doable" model for a study that can be initiated before they leave the center.
So, a few tips:
Know the audience
Personalize the information to the audience and encourage active/interactive learning
Spend some time talking about how the clinic can continue the research (though you should have a possible model planned out before this discussion).
Drew
|
|
|
|
|
Re: Need help in discussing an article for an inservice - June 16, 2001 4:26:00 AM
|
|
|
jma
Posts: 2312
Joined: August 24, 2000
From: NY
Status: offline
|
Hello Andrew,
Thank you very much for the advice you gave me. My audience is PT's and they want an overview of an orthopedic topic. I still have some questions though. Suppose I come across something in the article that is mentioned but not explained, like a protocol or a procedure. Is it imperative that I figure out what it is in case someone asks me. I know there are topics out there that are very general and some that are beyond my interpretation. Can you suggest some articles that would be relevant to my inservice, just off the top of your head that you may have come across? I have sorted through a few and they seem to talk about general topics like verfication of certain tests or general about mechanics of the knee or hip which I know the audience already knows about. Your help will be greatly appreciated in this matter.
|
|
|
|
|
Re: Need help in discussing an article for an inservice - June 18, 2001 7:20:00 AM
|
|
|
Andrew M. Ball, MS, PT
Posts: 500
Joined: October 8, 1999
From: Chapel Hill, NC, USA
Status: offline
|
JMA,
If you come by something that is mentioned, but not explained, and you've identified it as such . . . I'd be disappointed as your CI if you didn't jump on the chance to be and active learner and research it for yourself.
With all of the Free MEDLINE resources on the internet, and several (including [URL=http://www.medportal.com)]www.medportal.com)[/URL] that provide full text over the internet, there is no excuse for not doing so.
If it's "beyond your interpretation" then it sounds like you're able to identify when to ask for help. I'd be jazzed if a student came to me after having accessed the MEDLINE database for help on analysis and application only, usually we have to start out with how to access the literature and review it within 90 seconds. In short, asking questions doesn't erode the delusion of graneour that most students know that they can't achieve . . . but nevertheless aspire to. Asking good questions will greatly enhance your experience as a student, and will progress the relationship between student and CI to one of mentor-mentee.
I'm not much into orthopedics anymore, so I can't offer much help, but I have been quite interested in how some of the research (don't just look at the sales pitch, review the research bibliogs.) at the following websites will be applied to orthopedic PT:
[URL=http://www.litegait.com]www.litegait.com[/URL] [URL=http://www.zlift.com]www.zlift.com[/URL] [URL=http://www.hocoma.ch/english/lokomat.html]www.hocoma.ch/english/lokomat.html[/URL]
As for reliablity studies, I wouldn't knock them. There are a lot of PT's out there that DON'T know what the research states about a lot of that stuff. How much stretching is required to increase the length of a normal muscle? How about a spastic one? Why can't strain-counterstrain work (e.g. Why has this technique survived in light of the fact that humans don't have a gamma motor bias?).
In other words, know your audience. Many PT's DON'T know very critical information relevant to their practice . . . but they also don't want to hear that research shows that they've been using at best ineffective, or at worst inappropriate techniques for the past 20 years. Despite this reality, many pay lip service to the idea that students bring "fresh ideas into the clinic." For some this is true, but not the vast majority. Find something that will hook them, but not offend. I think the Z-Lift information and research, if presented properly, can do just that.
Drew
|
|
|
|
 New Messages |
 No New Messages |
 Hot Topic w/ New Messages |
 Hot Topic w/o New Messages |
 Locked w/ New Messages |
 Locked w/o New Messages |
|
 Post New Thread
Reply to Message
Post New Poll
Submit Vote
Delete My Own Post
Delete My Own Thread
Rate Posts |
|
0.063
|
Printable Version
