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The effect of exercise on patellar tracking in lateral patellar compression syndrome.

The influence of a physical therapy program on pain and patellar tracking was investigated clinically and radiologically with tangential views in 51 knees with lateral patellar compression syndrome. A pretest-posttest design was used to evaluate physical measurements of patellar alignment in subjects who had had patellofemoral pain for a minimum of 6 weeks. Eighty-four percent of the subjects were pain-free after an average of 8 weeks of rehabilitation or 11 physical therapy visits, with a mean quadriceps strength to total body weight ratio of 61% in women and 86% in men. The pretest-posttest difference in Merchant's congruence angle was significant at a probability of 0.0066 in the patients who were pain-free after exercise, demonstrating less lateral patellar tracking. The pretest-posttest difference in iliotibial band flexibility was significant at a probability of 0.0017, with the patients who were pain-free after exercise becoming more flexible. No significant differences were observed from before to after exercise in the patellofemoral index, Q angle, hamstring flexibility, thigh measurement, sclerotic subchondral bone, or sulcus angle. We were unable to predict which subjects would become pain-free with exercise by patellar position because the group that improved began more laterally tilted. The results of this study indicate that patellar tracking is improved with vastus medialis oblique strengthening, iliotibial band stretching, and joint mobility exercise in the majority of subjects with lateral patellar compression syndrome.

Adult↗

The effect of breastfeeding education on adolescent beliefs and attitudes: a randomized school intervention in the Canadian Ojibwa community of Sagkeeng.

Sagkeeng First Nation's adolescent breastfeeding educational session was evaluated using a randomized pretest-posttest control group design. The intervention group received the session first; the control group received the session following the posttest. A retention test to measure overall retained learning was given to all students 10 days later. Breastfeeding beliefs increased (mean +/- SD = 41.9 to 47.0, P = .0047) from pretest to posttest for intervention subjects but not for controls. There were no changes in bottle-feeding beliefs or breastfeeding attitudes. There was an increase in breastfeeding beliefs from pretest to retention test for all students (true treatment effect [TTE] = .85 standard deviation units [SDU], P = .004). Learning was gender specific, with females experiencing increases in breastfeeding beliefs (TTE = 1.12 SDU, P = .004), decreases in bottle-feeding beliefs (TTE = -.77 SDU, P = .04), and a trend to increased breastfeeding attitudes (TTE = .41 SDU, NS). Males showed small, inconsistent learning effects. Learning occurred in the areas of health, convenience, cost, and decreased embarrassment.

Adolescent↗

Nurses' performance of inhalation technique with metered-dose inhaler plus spacer device.

OBJECTIVE: To determine if nurses could correctly use a metered-dose inhaler plus spacer (MDI-spacer) device after a brief description and demonstration of proper use by a clinical pharmacist. DESIGN: Pretest, educational intervention, posttest. SETTING: University hospital. PARTICIPANTS: Twenty-three nurses. INTERVENTIONS: Nurses were asked to use the MDI-spacer (Aerochamber) and were scored using a nine-point checklist (pretest). Educational intervention by the clinical pharmacist consisted of a five-minute discussion and correct demonstration of the device. Nurses were then asked to use the device again (posttest). MAIN OUTCOME MEASURES: Pre- and posttest scores. RESULTS: Total scores were improved after the educational intervention (66 percent pretest vs. 88 percent posttest, p = 0.0001). In an item analysis, four of the nine steps had improved significantly. CONCLUSIONS: A brief discussion and demonstration of correct use of MDI-spacers is effective in improving nurses' skill in using the device.

Clinical Competence↗

Development of a new self-help guide--Freedom From Smoking for you and your family.

This article describes the development of a new smoking cessation and maintenance guide aimed at a broad spectrum of cigarette smokers. To accomplish this task the authors reviewed the research literature and conducted a series of iterative pretests with representatives of the target populations using qualitative and quantitative methods. A process is described for developing health education materials which includes the selection of the target audience, organization and presentation of content, and pretesting of the material. The utility of this user-oriented strategy and step-by-step pretesting is discussed.

Adult↗

Evaluation of interventions to improve solar protection in primary schools.

Childhood and adolescence are critical periods in the etiology of subsequent melanoma and nonmelanocytic skin cancers. The aims of the study were (a) to develop a valid measure of solar protection in 9 to 11-year-old school students, (b) to evaluate the differential effectiveness of two interventions aimed at changing solar protection in this age group, and (c) to identify the predictors of use of a high level of solar protection. A Solar Protection Behavior Diary was developed and validated during a pilot, after which 11 schools were randomly allocated to one of three groups: intensive intervention (247 students), standard intervention (180 students), or control (185 students), with students in years 5 and 6 participating in the study. Students completed the validated diary (for 5 days) and a knowledge and attitudes questionnaire at pretest and at two posttest periods (4 weeks and 8 months after pretest). Results indicated that students in the intensive intervention group were significantly more likely to have used a high level of protection at both posttest periods compared to the control and standard intervention groups. There was no difference in the protection level of the control and standard intervention groups at either posttest, indicating that this minimal intervention was not effective in changing the solar protection behavior of the students. Students with a high level of solar protection at pretest were also significantly more likely to have a high level of protection at both posttest periods, and those with a greater number of opportunities to protect were less likely to protect at the second posttest.

Child↗

The probability of pulmonary embolism is a function of the diagnoses considered most likely before testing.

OBJECTIVES: To determine the frequency of pulmonary embolism (PE) diagnosis when different alternative diagnoses were considered most likely before testing, because the relationship between specific alternative diagnoses and the diagnosis of PE has not been explored. METHODS: This study was a preplanned secondary analysis of a prospective study of the diagnosis of pulmonary embolism conducted in the emergency department (ED) of an urban university hospital. Physicians were queried as to their most likely pretest diagnosis when they ordered any of the following tests to evaluate possible PE: D-dimer, contrast-enhanced computed tomography of the chest, ventilation-perfusion lung scan, or pulmonary angiogram. To compare the frequency of PE diagnosis across alternative diagnoses, risk ratios, 95% confidence intervals (CI), and p-values using Fisher's exact test were calculated. RESULTS: Six hundred seven patients were enrolled, and 61 had PE. Physicians thought PE was the most likely pretest diagnosis in 162 (26.7%) patients, and 20.4% (95% CI = 14.4% to 27.4%) of these patients had PE. For four alternative diagnoses, PE was diagnosed less frequently than when PE was considered most likely: musculoskeletal pain (2.2%, 95% CI = 0.4% to 6.2%), anxiety (1.7%, 95% CI = 0.0 to 9.2%), asthma or chronic obstructive pulmonary disease (0, 95% CI = 0.0 to 10.9%), and viral syndrome (0, 95% CI = 0.0 to 14.3%). CONCLUSIONS: The frequency of PE is related to the most likely pretest alternative diagnosis. PE is diagnosed infrequently when anxiety, asthma or chronic obstructive pulmonary disease, musculoskeletal pain, or viral syndrome is the most likely alternative diagnosis.

Diagnosis, Differential↗

Evaluation of an intelligent tutoring system in pathology: effects of external representation on performance gains, metacognition, and acceptance.

OBJECTIVE: Determine effects of computer-based tutoring on diagnostic performance gains, meta-cognition, and acceptance using two different problem representations. Describe impact of tutoring on spectrum of diagnostic skills required for task performance. Identify key features of student-tutor interaction contributing to learning gains. DESIGN: Prospective, between-subjects study, controlled for participant level of training. Resident physicians in two academic pathology programs spent four hours using one of two interfaces which differed mainly in external problem representation. The case-focused representation provided an open-learning environment in which students were free to explore evidence-hypothesis relationships within a case, but could not visualize the entire diagnostic space. The knowledge-focused representation provided an interactive representation of the entire diagnostic space, which more tightly constrained student actions. MEASUREMENTS: Metrics included results of pretest, post-test and retention-test for multiple choice and case diagnosis tests, ratios of performance to student reported certainty, results of participant survey, learning curves, and interaction behaviors during tutoring. RESULTS: Students had highly significant learning gains after one tutoring session. Learning was retained at one week. There were no differences between the two interfaces in learning gains on post-test or retention test. Only students in the knowledge-focused interface exhibited significant metacognitive gains from pretest to post-test and pretest to retention test. Students rated the knowledge-focused interface significantly higher than the case-focused interface. CONCLUSIONS: Cognitive tutoring is associated with improved diagnostic performance in a complex medical domain. The effect is retained at one-week post-training. Knowledge-focused external problem representation shows an advantage over case-focused representation for metacognitive effects and user acceptance.

Attitude to Computers↗

Effects of a child abuse prevention unit in health classes in four schools.

The purpose of this study was to assess changes in parenting attitudes among high school students as an effect of a child abuse prevention unit taught in a required health class. Attitudes were measured using the Adult-Adolescent Parenting Inventory (AAPI), which was administered as a pretest-posttest. This was a primary prevention approach targeting students before they become parents. The unit consisted of an overview of child abuse, normal developmental expectations of children, anger management, and positive parenting techniques. Students from 4 schools participated in the study, and most students in the sample (N = 585) demonstrated healthy parenting attitudes. Low scores on multiple scales at pretest were recorded for 3.6% of the sample. Effect of intervention was measured using paired t tests, and a positive and statistically significant effect of intervention was noted, especially in 2 of 4 schools. Low-scoring students increased scores significantly although not up to mean pretest levels for the whole sample. Recommendations for further community health nursing research and educational initiatives are supported by these findings.

Adolescent↗

Effectiveness of a cardiology review course for internal medicine residents using simulation technology and deliberate practice.

BACKGROUND: Objective evaluations of residents' clinical skills reveal serious deficits. PURPOSE: To develop, implement, and evaluate outcomes from a review course in cardiology bedside skills for internal medicine residents. METHODS: We used a 1-group pretest-posttest design with historical comparisons. The study was conducted at the University of Miami School of Medicine as part of the internal medicine residency program from July 1999 to June 2000. A total of 67 2nd- and 3rd-year medicine residents received an educational intervention involving deliberate practice using simulation technology. A total of 155 4th-year medical students in one intervention and one comparison group (n = 53) served as historical comparisons. Outcome measures were a reliable computer-delivered pretest and posttest that evaluate cardiology bedside skills. RESULTS: Residents who received the review course and medical students who received a comparable educational intervention showed large and statistically significant pretest-to-posttest improvement in bedside skills. These 2 groups are also significantly and substantially different at posttest from a comparison group of 4th-year medical students that did not receive a specific educational intervention. CONCLUSION: Educational interventions using simulation technology that engage learners in deliberate practice of clinical skills produce large improvements in a relatively short time, with little faculty involvement.

Cardiology↗

Bored, yawning residents falling asleep during orientation? Wake 'em up with a test!.

The librarians at the Grady Branch Library of Emory University School of Medicine describe the Ovid MEDLINE pretest given to incoming residents. The pretest is a "wake-up call" to the residents who have an inflated perception about their searching skills. This pretest gives the new residents an incentive to listen carefully to the Ovid MEDLINE presentation during the orientation of incoming residents.

Attention↗

Promoting prosocial pupil behaviour: 2-secondary school intervention and pupil effects.

BACKGROUND: In an earlier article (Mooij, 1999c) a theoretical multilevel model to promote prosocial pupil behaviour by stimulating specific educational conditions was developed. AIMS: To carry out school interventions to check empirically whether pupil level effects occur because of educational changes at the classroom and school level. SAMPLES: Seven secondary schools with relatively high degrees of pupil aggression were selected. Four schools took part as intervention schools, three schools served as control schools. In 1995 (pretest) and 1997 (post-test) pupils and form teachers of the first and third school years participated by completing questionnaires. Within the pupil cohorts, a longitudinal group of 352 pupils was included. METHODS: Pretest questionnaires in 1995 were followed by intervention in the intervention schools. Teachers collaborated with staff and researchers to increase pupils' participation and responsibility in specifying and controlling behavioural and didactic rules, related to didactic differentiation during lessons. The validity of the intervention implementation was checked using qualitative information and quantitative data from both pre- and post-test. Longitudinal intervention effects were tested by applying two-level multiple regression analyses. RESULTS: After controlling for pretest and covariables in school year 1, school intervention effects were found in school year 3 with the prediction of being a perpetrator of aggressive behaviour at school, aggressive behaviour outside school, and criminal behaviour. Some small effects were found with respect to victim behaviour. CONCLUSIONS: Social-pedagogical and didactic class and school variables, but also home variables and support by peers without problematic behaviour, could be integrated more systematically to promote prosocial development of a pupil's behaviour from the beginning in school.

Adolescent↗

A videotape to improve parental knowledge of lead poisoning.

BACKGROUND: Disadvantaged children are at high risk for lead poisoning. Their parents often have poor knowledge of lead poisoning and do not know how to prevent lead poisoning in their child. OBJECTIVE: To assess an educational videotape's impact on parental knowledge and behavior about lead poisoning. DESIGN: Prospective study by self-administered parental survey immediately before (pretest) and after (posttest 1) well visits and mailed 2-4 weeks later (posttest 2). The intervention group watched the videotape immediately after the pretest. SETTING: Pediatric clinic in tertiary care hospital. PARTICIPANTS: Consecutive sample of parents of 6-month-old to 6-year-old children (n = 146). MAIN OUTCOME MEASURES: Survey included demographic questions, the shortened Chicago Lead Knowledge Test (sCLKT), and questions about parental behaviors. RESULTS: Mean pretest scores were 5.8 (SD, 2.8) and 5.3 (SD, 2.2), posttest 1 scores were 6.0 (SD, 2.6) and 10.6 (SD, 2.1), and posttest 2 scores were 6.1 (SD, 2.8) and 9.5 (SD, 2.8) of 14 in the control and intervention groups, respectively. Control and intervention group posttest 1 and posttest 2 score differences were statistically significant (P <.05). Intervention group parents reported more frequent washing of their child's hands (P <.05) and windows, walls, or floors at study completion (P <.05). CONCLUSIONS: The videotape significantly increased sCLKT scores and behaviors that may decrease children's risk of developing lead poisoning. Improvement persisted throughout the study period.

Analysis of Variance↗

Post-test probability of asthma following methacholine challenge.

Using recently published data, a nomogram was constructed to estimate the likelihood of asthma following methacholine challenge. Based on Bayes' theorem, the nomogram makes use of the sensitivity and specificity of methacholine challenge to calculate the post-test probability of asthma once the physician makes a determination of the pretest probability, that is, the likelihood of asthma before the test results are considered. A family of curves is presented to cover several levels of cumulative breath units at which the test could become positive, and a single curve is presented for a negative test after 224 cumulative breath units. Separate curves are presented for smokers and nonsmokers. The estimate of pretest probability is most crucial in negative tests where likelihood of asthma is considered high, and in positive tests in patients in whom asthma is considered unlikely. Although these curves will not apply precisely to a different data base, the concept of the relationship between pretest and post-test probability helps in the interpretation of the test results and stresses the importance of using all available information in making a diagnosis.

Asthma↗

Effect of grip strength and grip strengthening exercises on instantaneous bat velocity of collegiate baseball players.

Bat velocity is considered to be an important factor for successful hitting. The relationship between grip strength and bat velocity has not been conclusively established. The purposes of this study were to determine the relationship of grip strength to bat velocity and to ascertain whether the performance of resistance training exercises designed to specifically target the forearms and grip would significantly alter bat velocity. The subjects for this study were 23 male members (mean +/- SD, age = 19.7 +/- 1.3 years, height = 182.5 +/- 5.9 cm, weight = 85.4 +/- 15.5 kg, experience = 14.4 +/- 1.7 years) of a varsity baseball team at a National Collegiate Athletic Association Division II school. The Jamar hand dynamometer was used to test grip strength, and the SETPRO Rookie was used to measure instantaneous bat velocity at the point of contact with the ball. Subjects were randomly divided into an experimental group and a control group. For 6 weeks, both groups participated in their usual baseball practice sessions, but the experimental group also performed extra forearm and grip strengthening exercises, whereas the control group did not. Pretest and posttest correlations between grip strength and bat velocity revealed no significant relationship between grip strength and bat velocity (pretest r = 0.054, p = 0.807; posttest r = 0.315, p = 0.145). A dependent t-test performed on all subjects revealed that a significant (p = 0.001) increase in bat velocity did occur over the course of the study. A covariate analysis, employing pretest bat velocity as the covariate, revealed no significant difference (p = 0.795) in posttest bat velocity scores between the experimental and control groups. Thus, increases in bat velocity occurred, but the differences were similar for both the experimental and control groups. The findings of this study suggest that grip strength and bat velocity are not significantly related, and that the allocation of time and energy for added training of the forearms in order to improve grip strength for the purpose of increasing bat velocity may not be warranted.

Adult↗

Does creatine supplementation improve functional capacity in elderly women?

The purpose of this study was to determine the effects of short-term (7 days) oral creatine supplementation (0.3 g.kg(-1)) in elderly women during exercise tests that reflect functional capacity during daily living tasks. We assessed several indices of endurance capacity (1-mile walk test, gross mechanical efficiency, ventilatory threshold, and peak oxygen intake determined during cycle-ergometry) and lower-extremity functional performance (time to complete sit-stand test). Subjects were assigned to a creatine (n = 10; age 67 +/- 6 years) or placebo (n = 6; age 68 +/- 4 years) group. We found a significant improvement only after creatine loading in the sit-stand test (placebo: 9.7 +/- 0.9 seconds for pretest and 9.3 +/- 0.7 seconds for posttest, p > 0.05; creatine: 10.0 +/- 0.7 seconds for pretest and 8.8 +/- 1.1 seconds for posttest). Significance was recorded at p < 0.05 for the interaction effect (group [creatine, placebo] x time [pretest, posttest]). In elderly women, short-term oral creatine supplementation does not improve endurance capacity but increases the ability to perform lower-body functional living tasks involving rapid movements.

Activities of Daily Living↗

Neuromuscular responses to three days of velocity-specific isokinetic training.

The purpose of this investigation was to examine the effects of 3 days of velocity-specific isokinetic training on peak torque (PT) and the electromyographic (EMG) signal. Thirty adult women were randomly assigned to a slow-velocity training (SVT), fast-velocity training (FVT), or control (CON) group. All subjects performed maximal, concentric, isokinetic leg extension muscle actions at 30 and 270 degrees .s(-1) for the determination of PT on visits 1 (pretest) and 5 (posttest). Electromyographic signals were recorded from the vastus lateralis, rectus femoris, and vastus medialis muscles during each test. The training groups performed 4 sets of 10 maximal repetitions at 30 degrees .s(-1) (SVT group) or 270 degrees .s(-1) (FVT group) on visits 2, 3, and 4. For the SVT group, PT increased from pretest to posttest at 30 and 270 degrees .s(-1). The increase in PT at 30 degrees .s(-1) was greater than at 270 degrees .s(-1). For the FVT group, PT increased at 270 degrees .s(-1) only. For the CON group, there were no changes in PT at either velocity. There were no pretest to posttest changes in EMG amplitude or mean power frequency (MPF) for any group at any velocity, with the exception of an increase in EMG MPF from the vastus medialis muscle at 270 degrees .s(-1) for the FVT group. The results indicated that 3 sessions of slow velocity (30 degrees .s(-1)) isokinetic training resulted in an increase in PT at slow and fast velocities (30 and 270 degrees .s(-1)), whereas training at the fast velocity (270 degrees .s(-1)) increased PT only at 270 degrees .s(-1). The lack of consistent increases in EMG amplitude or MPF suggested that the training-induced increases in leg extension PT were not caused by increased activation of the superficial muscles of the quadriceps femoris. The important implication for coaches, trainers, and physical therapists is that significant muscular performance gains may be achieved even after very short training periods, but determination of the specific physiological adaptation(s) underlying these performance gains requires further investigation.

Adult↗

A simplified clinical model to predict pulmonary embolism in patients with acute dyspnea.

UNLABELLED: The objective of the present study was to develop a simple clinical model for predicting pulmonary embolism (PE) in patients with acute dyspnea in the emergency room. PATIENTS AND MEASUREMENTS: We enrolled 56 patients diagnosed with PE, and 92 consecutive patients without PE, all of whom presented with acute dyspnea in the emergency room. Primary emergency-room physicians assessed the initial evaluation and interpretation of various laboratory findings. Some significantly independent predictors of PE were identified and integrated into a clinical model of pretest probability: low (< 30%), intermediate (>or= 30%, 70%). After setting up the model, another 40 patients (16 with PE, 24 without PE) were tested using the pretest model. Clinical variables associated with an increased likelihood of PE were being female and having unilateral low-leg edema, a high alveolar-arterial oxygen gradient, a clear chest x-ray, and electrocardiographic findings of right ventricular strain. Variables associated with a decreased likelihood of PE were cough, chest tightness, and unclear breath sounds. Our clinical model predicted that 95% of patients with PE had a high or low probability of PE. The positive predictive value for high probability was 94.1% and the negative predictive value for low probability was 94.4%. In the tested group, the positive predictive value for high probability was 92.9%. The negative predictive value for low probability was 91.3%. This simple and easily available prediction model was useful for estimating the pretest probability of PE in patients with acute dyspnea.

Acute Disease↗

Development and evaluation of a CD-ROM computer program to teach residents telephone management.

OBJECTIVE: Under managed care, telephone management is crucial to pediatric practice, but an effective method is needed to teach residents telephone skills. Our objective was to design an interactive CD-ROM program to teach residents an organized, consistent approach to telephone complaints and to determine whether use of the program was associated with better subsequent telephone management than reading the same information. SETTING: The general pediatric ambulatory center of a tertiary care children's hospital. PARTICIPANTS: A total of 24 PL-2 and PL-3 pediatric residents. DESIGN: A randomized, prospective, controlled comparison was conducted of resident management of two telephone calls: a 5-year-old with cough and trouble breathing, and a 7-year-old with fever. Thirteen residents were randomized to the computer group and 11 to the reading control group. Intervention. Scripts, scoring, and feedback for 10 CD-ROM-simulated calls were developed from texts and pediatrician survey using a modified Delphi technique. Volunteers acted out the caller's role in scenario scripts and were recorded onto a CD-ROM. The computer simulated calls by recognizing questions typed in a free-form format and answering with a voice response. Feedback was provided for omissions in history-taking and errors in assessment, triage, and home management. The computer group worked through the CD-ROM calls while the control group had equal time to read the same information. Evaluation Measures. A trained, standardized patient acted as the mother in pretest calls placed at the beginning of the month and posttest calls at the end. Calls were recorded and scored in a blinded manner using scoring templates and on interpersonal skills using the Patient Perception Questionnaire. RESULTS: Pretest scores for the two calls were similar in the computer versus the control group (cough, 70.33% +/- 8.36 vs 68.46% +/- 6.73; fever, 75.64% +/- 9.82 vs 73.59% +/- 9.06). Posttest scores were significantly higher in the computer group than in the control group on both calls (cough, 79.08% +/- 8.17 vs 69 +/- 13.3; fever: 83.33% +/- 9.96 vs 70.35% +/- 9.66). Interpersonal skills also were similar pretest (19 +/- 3.4 vs 20 +/- 2.7). There was modest improvement in both groups without a statistically significant difference in posttest scores (24.2 +/- 2.9 vs 22.5 +/- 3.1). CONCLUSIONS: Use of this CD-ROM telephone management program was associated with better postintervention telephone management. The program augments faculty instruction by teaching a consistent, general approach to telephone management.

CD-ROM↗