PubMed Health⌕ Search

Biomedical subjects

R W Jarski

Publications and source records attributed to R W Jarski.

11 recordsLinked to original sources
PubMed2000

The effectiveness of osteopathic manipulative treatment as complementary therapy following surgery: a prospective, match-controlled outcome study.

CONTEXT: Osteopathic manipulative treatment has been reported to relieve a variety of conditions, but no studies have examined the outcome effects of osteopathic manipulative treatment as a complementary modality for treating musculoskeletal problems during postoperative recovery. OBJECTIVE: To assess osteopathic manipulative treatment as a complementary therapy for patients undergoing elective knee or hip arthroplasty. DESIGN: Prospective, single-blinded, 2-group, match-controlled outcome study. SETTING: Osteopathic teaching hospital. PATIENTS: Of 166 eligible patients, 38 were assigned to a treatment group and matched with 38 control subjects. INTERVENTION: The treatment group received osteopathic manipulative treatment on postoperative days 2 through 5. MAIN OUTCOME MEASURES: Days to independent negotiation of stairs, distance ambulated, supplemental intramuscular analgesic use, length of hospital stay, and patients' perceptions of treatment. RESULTS: Compared to control subjects, the intervention group negotiated stairs 20% earlier (mean = 4.3 postoperative days, SD = 1.2; control subjects 5.4, SD = 1.6, P = .006) and ambulated 43% farther on the third postoperative day (mean = 24.3 m, SD = 18.3; controls = 13.9, SD = 14.4, P = .008). The intervention group also required less analgesia, had shorter hospital stays, and ambulated farther on postoperative days 1, 2, and 4. CONCLUSIONS: Patients receiving osteopathic manipulative treatment in the early postoperative period negotiated stairs earlier and ambulated greater distances than did control group patients.

Aged↗
PubMed1995

Characterization of superior sagittal sinus blood flow velocity using color flow Doppler in neonates and infants.

The objective of the investigation was to determine what effect intracranial pathology has on alterations of superior sagittal sinus blood flow, and to determine the role of color flow Doppler imaging of the superior sagittal sinus in the diagnosis of intracranial pathology in the neonate and infant. One hundred examinations were performed prospectively in 96 patients. The velocity was determined with an angle correction at 30-60 degrees and was obtained with and without gentle transducer compression. Superior sagittal sinus thrombosis was identified in two patients by the absence of flow. Multiple t-tests for independent measures showed no clinically significant differences between flow velocities with regard to intracranial hemorrhage, ventriculomegaly, extracorporeal membrane oxygenation therapy or prematurity. The authors conclude that color flow Doppler can accurately diagnose superior sagittal sinus thrombosis and may be used to screen high risk neonates such as those with thrombosis elsewhere or those treated with extracorporeal membrane oxygenation. No clinically significant associations were found between superior sagittal sinus flow velocity and any of the parameters evaluated in this study.

Blood Flow Velocity↗
PubMed1990

Clinical teaching in physical therapy: student and teacher perceptions.

Many practicing physical therapists participate in the most crucial phase of a student's education by serving as Clinical Instructors. The purposes of this study were to identify the clinical teaching behaviors perceived as most effective and most hindering by students and CIs and to compare the response rates of students in bachelor's and master's degree programs. A published 58-item questionnaire was completed by 172 participants from eight physical therapy education programs. The results were analyzed by multivariate analysis of variance. The perceived most helpful teaching behaviors pertained to providing information through feedback. The perceived most hindering behaviors were intimidating questioning and correcting student errors in the presence of patients. The different student and CI ratings for the item "leaves student alone until asked to supervise" has important ethical and educational implications. Master's and bachelor's degree students' ratings differed significantly on four teaching behaviors. Different instructional methods might be necessary for educating these students.

Behavior↗
PubMed1990

The risks and benefits of exercise during pregnancy.

There are benefits as well as risks associated with physical activity in all individuals, but there are some special medical considerations for the pregnant woman. The purpose of this article is to review the possible risks and benefits of exercise during pregnancy as presented in the literature, and to provide appropriate recommendations. There are some potential risks to the fetus resulting from maternal exercise including hypoxia, hyperthermia, and abnormal heart rate changes. The benefits, however, appear to outweigh the risks when they are minimized by prescribing appropriate exercises and using recommended precautions. Because human studies on exercise during pregnancy are currently limited, exercise prescriptions should be conservative. Swimming, biking, and aerobic walking are not associated with reported problems. Moderate aerobic exercise is safe provided the pregnancy is known to be normal. Contraindications to aerobic exercise during pregnancy include conditions that limit cardiorespiratory reserves. If a woman has been participating in an exercise program before gestation, she may be encouraged to continue the program at a moderate level if her pregnancy is normal.

Exercise↗
PubMed1989

Allied health perceptions of effective clinical instruction.

Clinical instruction is a critical component of allied health education. The purposes of this study were to identify those behaviors of clinical instructors perceived as both most effective and most hindering in facilitating learning, to identify and compare the behaviors of clinical instructors as perceived by two different allied health groups, and to categorize into meaningful domains the behaviors identified. A published 58-item questionnaire was completed by 311 clinical students and instructors from eight physical therapy and ten physician assistant programs. Results were analyzed by multivariate analysis of variance. Instructor behaviors rated as most helpful in learning included answering questions clearly, taking time for discussion and questions, and providing opportunities for practicing skills. Behaviors most hindering to learning were asking questions in an intimidating manner and correcting student errors in front of patients. Ratings were significantly different (P less than or equal to .001) between the physical therapy and physician assistant groups on 13 items, and posed important considerations for allied health educators.

Allied Health Personnel↗
PubMed1988

Recertification. Panel discussion.

The chairperson of the AAPA ad hoc committee on recertification and the AAPA's executive vice president candidly debate the present recertification process and discuss options under consideration with members of the Physician Assistant editorial board and other leaders in the profession.

Certification↗
PubMed1988

An investigation of physician assistant and medical student empathic skills.

Empathic skill levels in allied health professionals are associated with both patient satisfaction and compliance. These skills have been related to clinicians' educational backgrounds. The primary purpose of this study was to compare the empathic skill levels of health care students having different educational preparation but a similar practice orientation. The secondary purpose was to examine these students' self-perceptions of their own empathic skill levels. The subjects were physician assistant and medical students. Reliability was increased by using four different published instruments to obtain multiple measures on both subject self-ratings and an observer ratings of the subjects. Medical students rated themselves significantly lower (p less than 0.001) than the observers on one instrument, and physician assistant students rated themselves the same as the observers. The scores on observer-rated instruments were consistently higher for physician assistant students than for medical students, but these differences were not statistically significant.

Empathy↗
PubMed1985

A comparison of four empathy instruments in simulated patient-medical student interactions.

Prior investigations of empathy in medicine have used several available instruments for assessment, including a scale developed by Hornblow, Hogan's empathy scale, the Carkhuff-Truax empathic understanding scale, and the Barrett-Lennard relationship inventory. The purpose of the study reported in this article was to investigate the intercorrelations of the scores on these four instruments when used in a medical student-simulated patient interaction. The results showed that measures of empathy based on observed behavior of the students were highly intercorrelated but that empathy self-assessed by the students themselves as having that trait did not correlate significantly with any of the behavior-based measures. No significant effect on these findings was attributable to the timing of the instrument administration, to the students' interpersonal skills training or experience in taking histories and performing physical examinations, or to the sex of the students and the observers.

Clinical Competence↗