Is the physiotherapy profession under threat?
Explore the source record for details and available documents.
Forecasting↗
Biomedical subjects
Alice Jones
Publications and source records attributed to Alice Jones.
Autistic spectrum disorders. 1: Presentation and assessment.
As many as six in every 1000 children may be affected by an autistic spectrum disorder. Characterised by a triad of social communication difficulties, these children exhibit impairment in communication and socialisation, and restricted and repetitive interests, movements and activities. This article will discuss the distinction between autism, Asperger's syndrome and pervasive developmental disorder. Assessment should include a history of the child's development, observation, school report and a profile of the child's strengths and weaknesses. However, it is important that potential differential diagnoses as well as conditions associated with autism are also considered. Differential diagnoses, management and possible causes of autistic spectrum disorders will be discussed in more detail in next month's Clinical Updates.
Asperger Syndrome↗
Autistic spectrum disorders 2: diagnosis and management.
As many as six in every 1000 children may be affected by an autistic spectrum disorder. The previous article of this two-part series discussed the distinction between autism, Asperger's syndrome and pervasive developmental disorder, and examined the assessment process. This article looks at potential differential diagnoses that must be considered, as well as conditions associated with autism. Many theories about the causes of autism have been suggested, including the MMR vaccine. Recent research has suggested that there is no link between the vaccine and autism. There is no cure for autism, but intervention and management techniques should be aimed at educating parents and carers about the disorder and behavioural interventions to aid the child's skills development.
Antipsychotic Agents↗
Generating words: one approach to teaching clinical writing.
Language is our means of reaching our patients and our means of describing the process of analysis to others. The task of the case history is to show the evolution of consciousness in both analyst and patient. It will be more effective if written in a lively engaging way. The author describes one method of teaching clinical writing, introducing candidates to techniques of fiction writing and poetry. Her class has involved both focused reading and writing exercises; examples are given of both.
Clinical Competence↗
Student-patient communication during physiotherapy treatment.
Some communication skills adopted by 30 Australian and 27 Hong Kong final year physiotherapy students were observed by their clinical supervisor, while delivering treatment to an acute post-surgical patient in their country of origin. In each case, patient and student were racially similar and verbal communication was in their first language. The results showed that Australian students used more explanation, eye contact, verbal reinforcement, facial expression, variation of tone and response with interest, compared with Hong Kong students. Female students from both cultures used more verbal skills, such as information finding and response with interest, compared with male students; Australian female students responded with interest more frequently with female patients. When treating male patients, Hong Kong male students applied more non-therapeutic touch but less response with interest, compared with Australian male students. This study suggests that, regardless of the cultural setting, more physiotherapy student teaching resources should be channelled towards development of communication skills during undergraduate training, with particular emphasis given to verbal communication skills for male students.
Journal Article↗
Restoration of lung volume using the Flutter VRP1 or breathing exercise.
A method of chest wall restriction imposed for 30 minutes demonstrated a mean (SD) decrease of 42 (14) per cent in forced vital capacity (FVC) during restrictor application. Following the application of chest wall restriction, 30 healthy subjects then underwent a 15 minute treatment with either Flutter VRP1 (Flutter) or breathing exercise with end-inspiratory hold (BE) after chest wall restriction release. Both Flutter and BE applied for 15 minutes immediately restored FVC to pre-restriction values. Tidal breathing control subjects demonstrated a clinically small but statistically significant decrease in FVC of 3 per cent (p<0.001). Visual analogue assessment of each treatment technique showed BE to be the subject- preferred technique for lung volume restoration. This study shows that in normal subjects, Flutter and BE are equally effective in restoring FVC and superior to tidal breathing.
Journal Article↗