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Biomedical subjects

Alison Rushton

Publications and source records attributed to Alison Rushton.

3 recordsLinked to original sources

A survey of post-operative management for patients following first time lumbar discectomy.

This study aimed to identify current NHS physiotherapy practice following first time lumbar discectomy in the United Kingdom (UK) in order to inform future research priorities and design. Descriptive survey methodology was utilised employing a postal questionnaire. A total population sample was identified and questionnaires were posted to 87 NHS physiotherapy departments throughout the UK. Participants were senior physiotherapists working with spinal surgery patients. In the inpatient phase, the majority of patients receive physiotherapy. Management focused on mobility and education to facilitate early discharge with most patients being given exercises. However, there was a wide variation in the actual exercises prescribed. There was more variation in the provision of outpatient physiotherapy treatment. Not all patients have access to physiotherapy treatment post discharge in the UK and when treatment was available the content and amount was variable. There is evidence to support rehabilitation classes to assist early improvements in function and return to work but such classes are only available in around half of the centres involved in this study. Regarding the content of exercise classes and individual treatment sessions, a wide range of clinical practice was evident. This study raises many research questions and highlights the need for future research to optimise patient rehabilitation following first time lumbar discectomy.

Diskectomy↗

Development of a clinical examination in non-specific low back pain: a Delphi technique.

OBJECTIVE: To establish the discriminatory items of the clinical examination of non-specific low back pain, important to physiotherapists. DESIGN: A focus group and Delphi technique with UK physiotherapists. SUBJECTS: A purposive sample of 30 physiotherapists attended a focus group and completed 3 rounds of Delphi questionnaires. METHODS: Data were analysed using mixed qualitative and quantitative approaches. A frequency content analysis identified commonly identified tests and questions, whilst the Delphi consensus technique assumed consensus had been reached with greater than 80% agreement on item inclusion or exclusion. RESULTS: The focus group established the structure of the clinical examination with 15 domains of questioning or physical testing. Three rounds of Delphi questionnaires established the important items of the clinical examination. The list of tests and questions included items evaluating both the psychosocial and biomedical status of the patient as well as questions screening for red flags. CONCLUSION: This is the first work to establish discriminatory tests in the clinical examination of non-specific low back pain, important to physiotherapists. The clinical examination will subsequently be evaluated for item validity and data will undergo cluster analysis. The items of this clinical examination may provide evidence for the existence of homogenous sub-groups within the heterogeneous non-specific low back pain diagnosis.

Delphi Technique↗

Formative assessment: a key to deep learning?

A paradigm shift in assessment culture has emphasized the importance of formative assessment. The existing evidence supports the identification of feedback as the central component of formative assessment. Feedback provides information about the existing gap between the actual and desired levels of performance. The existing evidence suggests various characteristics of effective feedback, for example, ensuring that feedback is construct-referenced and student referenced. An exploration of the existing educational literature provides evidence for the emphasis on formative assessment. This paper evaluates the pedagogical implications of formative assessment to deep learning. A constructivist approach, emphasizing the principles of adult learning and placing emphasis on the student is advocated. However, in applying the wider educational literature to healthcare, it is questioned if the paradigm shift in assessment culture has occurred as the majority of the existing literature is centred on summative assessment.

Educational Measurement↗