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Determining trophic relationships involving pelagic aggressive bass by simply gut written content as well as steady isotopes investigation about Fernando de Noronha Islands (Brazilian), Equatorial Gulf Ocean.
532, p less then 0.01) and a moderate, positive, linear correlation between the students' GSs and their final cumulative DPT GPA (r=0.553, p less then 0.01). CONCLUSION With this evidence, DPT admissions committees may choose to consider the GSs as a non-academic admission metric to aid the admission's process. Additional research is needed to discern the effectiveness of the GSs as a predictor of performance in the professional program and in other entry-level health care academic programs.BACKGROUND Lumbar mobilization is a standard intervention for lower back pain (LBP). However, its effect on the activity of back muscles is not well known. OBJECTIVES To investigate the effects of lumbar mobilization on the activity/contraction of erector spinae (ES) and lumbar multifidus (LM) muscles in people with LBP. DESIGN Randomized controlled study. METHODS 21 subjects with LBP received either grade III central lumbar mobilization or placebo (light touch) intervention on lumbar segment level 4 (L4). Surface electromyography (EMG) signals of ES and ultrasound (US) images of LM were captured before and after the intervention. The contraction of LM was calculated from US images at L4 level. The normalized amplitude of EMG signals (nEMG) and activity onset of ES were calculated from the EMG signals at both L1 and L4 levels. RESULTS Significant differences were found between the mobilization and placebo groups in LM contraction (p=0.03), nEMG of ES at L1 (p=0.01) and L4 (p=0.05), and activity onset of ES at L1 (p=0.02). CONCLUSION Lumbar mobilization decreased both the activity amplitude and the activity onset of ES in people with LBP. However, the significant difference in LM contraction was small and may not have clinical significance.BACKGROUND Interprofessional education (IPE) has been widely embraced over the past several years, in a variety of ways among different institutions. Due to heterogeneity of IPE programming, it has been challenging to determine the efficacy of pre-professional IPE across the field. However, individual institutions need to assess efficacy of their own IPE programming. The purpose of this study was to assess whether the interprofessional competence course (IPC) at Pacific University was effective as determined by changes in pre- to post-course scores on the Attitudes Towards Health Care Teams Scale (ATHCTS). selleck kinase inhibitor METHODS First-year students in the College of Health Professions completed the ATHCTS on the first and last days of the IPC course. Descriptive and inferential analyses were completed using SPSS. RESULTS Student cohorts from both 2016 (n=423) and 2017 (n=445) demonstrated significant improvements in scores on the ATHCTS (p less then 0.01). Changes in attitudes differed as a function of gender, with men demonstrating a larger improvement (p=0.013). Changes in attitudes did not differ as a function of professional program. CONCLUSIONS The IPC course demonstrated effective content delivery as measured by changes in the ATHCTS scores.PURPOSE This qualitative study examined perceptions of interprofessional education (IPE) and professional roles following a standardized patient experience in occupational therapy (OT) and physical therapy (PT) students. RATIONALE Simulation-based learning experiences offer effective means to enhance IPE. Limited research exists in OT and PT about student perceptions of IPE and professional roles following a standardized patient experience. DESIGN Perceptions of OT and PT students were measured using a pre/post questionnaire design in a mixed-methods study, with the qualitative component presented in this article. METHODS One hundred students participated (51 second-year OT, 49 third-year PT students). Students completed a questionnaire regarding interprofessional practice and professional roles within the healthcare team. Students participated in small group interdisciplinary case work, faculty-led discussion, and a simulated patient case. Students completed a post survey with additional questions regarding the experiences. Data were analyzed using an inductive coding methodology. FINDINGS Two main themes were identified student outcomes (subthemes scope of practice, team communication and collaboration) and IPE design (subthemes team composition, curricular sequence, amount of time for experience). CONCLUSIONS These findings relay perceptions of IPE and professional roles following a standardized patient experience. Further modification to the curricular timeframe and experience design should be explored with IPE experiences.BACKGROUND It is crucial for physicians to understand the roles of occupational therapy (OT) and physical therapy (PT) to ensure accurate patient referrals and to optimize patient care. Unfortunately, medical students often do not receive sufficient education or interprofessional opportunities regarding OT and PT services. OBJECTIVE To evaluate the impact of an educational workshop on medical students' familiarity with the roles of OT and PT and on their confidence in referring to these therapy services. METHODS Thirty-seven fourth-year medical students participated in a 2-hour workshop focused on the roles and benefits of OT and PT. After the didactic portion, students were given case scenarios relevant to their chosen specialty to discuss roles of OT and PT specific to their case. MAIN OUTCOME MEASUREMENTS The students completed before and after surveys that assessed perceived knowledge and students' perspectives on the value of the work¬shop. LEVEL OF EVIDENCE 3 (case-control study). RESULTS From before to after the workshop, the students showed significant improvements in their familiarity with OT and PT and in their confidence to appropriately make a referral to these services. CONCLUSIONS The tailored curriculum hosted in a workshop format improved students' knowledge regarding the role and services of OT and PT as well as their confidence in making accurate referrals.BACKGROUND The twin block Injection is a novel nerve block that has been shown previously to be efficacious in the management of masticatory myofascial pain. Little is known about its effectiveness for reducing pain from the temporomandibular joint (TMJ). CASE REPORT A 19-year-old man presented with limited mouth opening with pain in the left side of his face. After a thorough history and examination was completed, the diagnosis was acute anterior disc displacement without reduction in the left TMJ and myalgia of the left side temporalis and masseter muscles. After receiving the twin block injection, the patient reported that the pain in his TMJ had reduced along with the concomitant myalgia. The twin block injection is efficacious for the management of both arthrogenous and myogenous sources of temporomandibular disorders.
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