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BackgroundEstablishing and promoting connections between health researchers and health professional clinicians may help translate research evidence to clinical practice. Social media may have the capacity to enhance these connections. ObjectiveThe aim of this study was to explore health researchers’ and clinicians’ current use of social media and their beliefs and attitudes towards the use of social media for communicating research evidence. MethodsThis study used a mixed-methods approach to obtain qualitative and quantitative data. Participation was open to health researchers and clinicians. Data regarding demographic details, current use of social media, and beliefs and attitudes towards the use of social media for professional purposes were obtained through an anonymous Web-based survey. The survey was distributed via email to research centers, educational and clinical institutions, and health professional associations in Australia, India, and Malaysia. Consenting participants were stratified by country and role and selected at random for semistructured telephone interviews to explore themes arising from the survey. ResultsA total of 856 participants completed the questionnaire with 125 participants declining to participate, resulting in a response rate of 87.3%. 69 interviews were conducted with participants from Australia, India, and Malaysia. Social media was used for recreation by 89.2% (749/840) of participants and for professional purposes by 80.0% (682/852) of participants. Significant associations were found between frequency of professional social media use and age, gender, country of residence, and graduate status. Over a quarter (26.9%, 229/852) of participants used social media for obtaining research evidence, and 15.0% (128/852) of participants used social media for disseminating research evidence. Most participants (95.9%, 810/845) felt there was a role for social media in disseminating or obtaining research evidence. Over half of the participants (449/842, 53.3%) felt they had a need for training in the use of social media for professional development. A key barrier to the professional use of social media was concerns regarding trustworthiness of information. ConclusionsA large majority of health researchers and clinicians use social media in recreational and professional contexts. Social media is less frequently used for communication of research evidence. Training in the use of social media for professional development and methods to improve the trustworthiness of information obtained via social media may enhance the utility of social media for communicating research evidence. Future studies should investigate the efficacy of social media in translating research evidence to clinical practice.

BackgroundThe introduction of Web-based education and open universities has seen an increase in access to professional development within the health professional education marketplace. Economic efficiencies of Web-based education and traditional face-to-face educational approaches have not been compared under randomized controlled trial conditions. ObjectiveTo compare costs and effects of Web-based and face-to-face short courses in falls prevention education for health professionals. MethodsWe designed two short courses to improve the clinical performance of health professionals in exercise prescription for falls prevention. One was developed for delivery in face-to-face mode and the other for online learning. Data were collected on learning outcomes including participation, satisfaction, knowledge acquisition, and change in practice, and combined with costs, savings, and benefits, to enable a break-even analysis from the perspective of the provider, cost-effectiveness analysis from the perspective of the health service, and cost-benefit analysis from the perspective of the participant. ResultsFace-to-face and Web-based delivery modalities produced comparable outcomes for participation, satisfaction, knowledge acquisition, and change in practice. Break-even analysis identified the Web-based educational approach to be robustly superior to face-to-face education, requiring a lower number of enrollments for the program to reach its break-even point. Cost-effectiveness analyses from the perspective of the health service and cost-benefit analysis from the perspective of the participant favored face-to-face education, although the outcomes were contingent on the sensitivity analysis applied (eg, the fee structure used). ConclusionsThe Web-based educational approach was clearly more efficient from the perspective of the education provider. In the presence of relatively equivocal results for comparisons from other stakeholder perspectives, it is likely that providers would prefer to deliver education via a Web-based medium. Trial RegistrationAustralian New Zealand Clinical Trials Registry (ACTRN): 12610000135011; http://www.anzctr.org.au/trial_view.aspx?id=335135 (Archived by WebCite at http://www.webcitation.org/668POww4L)

BackgroundExercise is an effective intervention for the prevention of falls; however, some forms of exercises have been shown to be more effective than others. There is a need to identify effective and efficient methods for training health professionals in exercise prescription for falls prevention. ObjectiveThe objective of our study was to compare two approaches for training clinicians in prescribing exercise to prevent falls. MethodsThis study was a head-to-head randomized trial design. Participants were physiotherapists, occupational therapists, nurses, and exercise physiologists working in Victoria, Australia. Participants randomly assigned to one group received face-to-face traditional education using a 1-day seminar format with additional video and written support material. The other participants received Web-based delivery of the equivalent educational material over a 4-week period with remote tutor facilitation. Outcomes were measured across levels 1 to 3 of Kirkpatrick’s hierarchy of educational outcomes, including attendance, adherence, satisfaction, knowledge, and self-reported change in practice. ResultsOf the 166 participants initially recruited, there was gradual attrition from randomization to participation in the trial (n = 67 Web-based, n = 68 face-to-face), to completion of the educational content (n = 44 Web-based, n = 50 face-to-face), to completion of the posteducation examinations (n = 43 Web-based, n = 49 face-to-face). Participant satisfaction was not significantly different between the intervention groups: mean (SD) satisfaction with content and relevance of course material was 25.73 (5.14) in the Web-based and 26.11 (5.41) in the face-to-face group; linear regression P = .75; and mean (SD) satisfaction with course facilitation and support was 11.61 (2.00) in the Web-based and 12.08 (1.54) in the face-to-face group; linear regression P = .25. Knowledge test results were comparable between the Web-based and face-to-face groups: median (interquartile range [IQR]) for the Web-based group was 90.00 (70.89–90.67) and for the face-to-face group was 80.56 (70.67–90.00); rank sum P = .07. The median (IQR) scores for the exercise assignment were also comparable: Web-based, 78.6 (68.5–85.1), and face-to-face, 78.6 (70.8–86.9); rank sum P = .61. No significant difference was identified in Kirkpatrick’s hierarchy domain change in practice: mean (SD) Web-based, 21.75 (4.40), and face-to-face, 21.88 (3.24); linear regression P = .89. ConclusionWeb-based and face-to-face approaches to the delivery of education to clinicians on the subject of exercise prescription for falls prevention produced equivalent results in all of the outcome domains. Practical considerations should arguably drive choice of delivery method, which may favor Web-based provision for its ability to overcome access issues for health professionals in regional and remote settings. Trial RegistrationAustralian New Zealand Clinical Trials Registry number: ACTRN12610000135011; http://www.anzctr.org.au/ACTRN12610000135011.aspx (Archived by WebCite at http://www.webcitation.org/63MicDjPV)

Problem Like most low- and middle-income countries, Viet Nam has a scarcity of rehabilitation professionals and lacks training programmes that meet international standards. Approach In 2018, four Vietnamese medical universities, the Universite Catholique de Louvain, the Universite Libre de Bruxelles, the Humanity & Inclusion charity and World Physiotherapy agreed to collaborate on strengthening pre-service education for physiotherapists in the country. Local setting Viet Nam has a favourable environment for nurturing rehabilitation services and education: development funds have been available; government investment is increasing; and rehabilitation education has existed for many decades. Relevant changes The collaboration resulted in the establishment of: (i) a 4-year, competency-based, entry-level curriculum for physiotherapists (bachelor's degree); (ii) opportunities for continuing professional development; (iii) a 2-year master's programme for physiotherapy lecturers and clinical supervisors; and (iv) a national physiotherapy association. In addition, four students were supported in studying for PhD degrees. Strong collaboration and comprehensive and complementary interventions have laid the foundations for sustainable, high-quality, educational programmes for physiotherapists, which will improve access to, and the standard of, rehabilitation services in Viet Nam, thereby leading to better patient outcomes. Lessons learnt Curricula for entry-level physiotherapy programmes should be competency-based, be actively managed by national educators and meet international standards while being responsive to local priorities. To strengthen the rehabilitation workforce, educators involved in teaching and supervising training programmes should have the skills and knowledge required. A national professional physiotherapy association should be established to provide continuing professional development for physiotherapists and to take part in international collaborations. Probleme A l'instar de la plupart des pays a revenu faible et intermediaire, le Vietnam est confronte a une penurie de professionnels de la readaptation et manque de programmes d'enseignement conformes aux normes internationales. Approche En 2018, quatre facultes de medecine vietnamiennes ainsi que l'Universite Catholique de Louvain, l'Universite Libre de Bruxelles, l'association caritative Humanity & Inclusion et l'organisation World Physiotherapy ont decide de collaborer afin de renforcer la formation initiale des kinesitherapeutes dans le pays. Environnement local Le Vietnam presente des conditions propices au developpement de formations et services de readaptation: des fonds ont ete debloques; le gouvernement accroit ses investissements; et la readaptation est enseignee depuis des decennies. Changements significatifs La collaboration mise en place a permis de creer: (i) des etudes de kinesitherapie en quatre ans, fondees sur les competences et accessibles aux debutants (diplome de baccalaureat/ licence); (ii) des opportunites d'evolution professionnelle continue; (iii) un programme de master en deux ans pour les professeurs de kinesitherapie et les superviseurs cliniques; et enfin, (iv) une association nationale de kinesitherapie. En outre, quatre etudiants ont beneficie d'une aide pour poursuivre un doctorat. Cette etroite collaboration, accompagnee d'interventions globales et complementaires, a jete les bases d'un programme d'enseignement durable et de haut niveau pour les futurs kinesitherapeutes, ameliorant par la meme occasion la qualite et l'acces aux services de readaptation au Vietnam et, par consequent, les resultats observes chez les patients. Lecons tirees Les etudes de kinesitherapie destinees aux debutants doivent reposer sur l'acquisition de competences, etre activement gerees par des professeurs nationaux et repondre aux normes internationales tout en tenant compte des priorites locales. Les enseignants impliques charges des cours et de la supervision des programmes de formation doivent posseder les connaissances et aptitudes requises pour Situacion Al igual que la mayoria de los paises de ingresos bajos y medios, Vietnam tiene un deficit de profesionales de la rehabilitacion y carece de programas de formacion que cumplan los estandares internacionales. Enfoque En 2018, cuatro universidades de medicina vietnamitas, la Universite Catholique de Louvain, la Universite Libre de Bruxelles, la organizacion benefica Humanity & Inclusion y World Physiotherapy acordaron colaborar en el fortalecimiento de la educacion previa al servicio de los fisioterapeutas en el pais. Marco regional Vietnam cuenta con un entorno favorable para fomentar los servicios y la educacion en materia de rehabilitacion: se ha dispuesto de fondos para el desarrollo; la inversion del gobierno esta aumentando; y la educacion en materia de rehabilitacion existe desde hace muchas decadas. Cambios importantes La colaboracion dio lugar a la creacion de: (i) un plan de estudios inicial de 4 anos, basado en competencias, para fisioterapeutas (licenciatura); (ii) oportunidades de desarrollo profesional continuo; (iii) un programa de master de 2 anos para profesores de fisioterapia y supervisores clinicos; y (iv) una asociacion nacional de fisioterapia. Ademas, se apoyo a cuatro estudiantes para que cursaran un doctorado. La fuerte colaboracion y las intervenciones integrales y complementarias han sentado las bases de unos programas educativos sostenibles y de alta calidad para fisioterapeutas, que mejoraran el acceso a los servicios de rehabilitacion en Vietnam y el nivel de estos, lo que redundara en mejores resultados para los pacientes. Lecciones aprendidas Los planes de estudio de los programas de fisioterapia de nivel inicial deben centrarse en las competencias, ser gestionados activamente por los educadores nacionales y cumplir los estandares internacionales, al tiempo que responden a las prioridades locales. Para reforzar el personal de rehabilitacion, los educadores que participan en la ensenanza y la supervision de los programas de formacion deben tener las competencias y los conocimientos pertinentes. Se deberia crear una asociacion nacional de fisioterapia profesional para ofrecer un desarrollo profesional continuo a los fisioterapeutas y participar en colaboraciones internacionales., Introduction Around 7% of the Vietnamese population has a disability, (1) which corresponds to more than 6 million individuals. In addition, the number of people with noncommunicable diseases in the [...]

To investigate the effectiveness of interventions that aim to improve the mental health of mothers of children with disabilities. Seven databases were searched. Interventions incorporated primarily cognitive-behavioural, psychoeducation, mindfulness or support-group approaches. The Template-for-Intervention-Description-and-Replication guided descriptions. Meta-analyses using a random effect model of randomized controlled trials assessed intervention effects on parenting stress and mental health. Of the 1591 retrieved papers, 31 met criteria to be appraised and 17 were included in the meta-analysis. Cognitive-behavioural approaches reduced parenting stress [2 studies, n = 64, pooled Standardized-Mean-Difference (SMD) = 0.86, 95% CI (0.43, 1.29)] and improved mental health [3 studies, n = 186, pooled SMD = 1.14, 95% CI (0.12, 2.17)], psychoeducation approaches improved mental health [2 studies, n = 165, SMD = 0.60, 95% CI (0.17, 1.03)]. Cognitive-behavioural and psychoeducation interventions are effective. Further research and clinical guidelines are warranted.

Purpose: To identify evidence of health literacy in young people with cerebral palsy (13–38 years), describe current strategies they use to access and build their health knowledge, and explore associations between health literacy and quality of life (QoL). Methods: Four electronic databases were systematically searched (2001 to June 2023) to identify studies describing components of health literacy in this population. Two reviewers screened for eligibility, then extracted data and assessed methodological quality of included studies. Data were synthesised using a convergent integrated analysis framework and summarised with a narrative synthesis. Results: Eleven studies were included (N = 363). Evidence of health literacy was demonstrated through a range of strategies young people employed to identify their specific information needs, develop health literacy skills, and learn experientially. The preferred method for building health knowledge was obtaining information from trusted sources. Information gaps were identified in topics such as ageing with cerebral palsy, sexuality and navigating intimate relationships. There were minimal data on health literacy and QoL. Conclusions: Young people with cerebral palsy want tailored and credible health information to increase participation in making informed health-related decisions. Building capacity and development of self-efficacy may assist with the identification of emerging health literacy needs. IMPLICATIONS FOR REHABILITATION: Despite health literacy being a key indicator of quality chronic disease self-management for people with disabilities, outcomes are infrequently measured in young people with cerebral palsy. Capacity building, development of identity and self-management skills were identified as important components of health literacy in young people with cerebral palsy. Topic areas of unmet health information include relationship management, sexual health and how to navigate the bodily changes associated with ageing with cerebral palsy. Providing adolescents with cerebral palsy earlier opportunities to build health literacy may facilitate increased autonomy in healthcare decision making during the transition to adulthood. [ABSTRACT FROM AUTHOR]

Aims: To explore the participation experiences of adolescents and young adults with cerebral palsy (CP) in key life situations of young adulthood and investigate the impact of a government‐funded, disability insurance scheme on participation and health service access. Method: We conducted a qualitative descriptive study using semi‐structured interviews. Sixteen young people with CP (aged 16–30 years; mean age = 24 years 4 months) participated. Interviews were audio‐recorded and transcribed verbatim before thematic analysis. Results: An overarching theme of 'branching out into adulthood' was identified. Participants described early adulthood as a time of change, choice, and challenge. The sub‐themes were: (1) making sense of my CP as an adult; (2) people's attitudes towards disability and the impacts on me; (3) roadblocks and workarounds; and (4) participation at the time of the COVID‐19 pandemic. Participants reported complex views on the new disability insurance scheme. While access to services and support increased, participants experienced significant difficulty negotiating appropriate funding, resulting in frustration and reduced confidence in the scheme. Interpretation: Young people with CP experience complexity as they participate during young adulthood. Alongside exploring how their identity is intertwined with having CP, they face significant barriers to participation when navigating relationships, accessing services, and being involved in the community. What this paper adds: Negative community attitudes about disability affect confidence and self‐perception, and hinder participation, in young adults with cerebral palsy (CP).Close friends can act as a buffer for young adults with CP, fostering their participation and bringing joy.A government‐funded disability support scheme has improved access to services.However, high levels of advocacy are required to obtain appropriate support.Online learning enhanced the participation and engagement of young adults with CP enrolled at university during the COVID‐19 pandemic. [ABSTRACT FROM AUTHOR]

Background: Adults ageing with a disability need lifelong access to health services to meet their changing needs. This study aimed to explore in depth the experience and impact of health service access to address mobility change in adults ageing with cerebral palsy (CP). Method: Semistructured interviews were conducted. Qualitative analysis and identification of themes were undertaken on resultant transcripts. Results: Six community-living adults (35-52 years) with CP, at levels II and III of the Gross Motor Function Classification System -- Extended & Revised (GMFCS-E&R), participated. All described adult-onset mobility decline and had experienced recent falls. Emergent themes explored the accessibility, nature, and type of health service available, comparisons to paediatric experience, and themes related to frustration, perceived control, and self-advocacy. Conclusion: Adults with CP report variability in the access to and matching of health service provided with self-perceptions of service type and need to address mobility decline. Adults with CP describe frustration regarding their experiences and may seek opportunities to increase self-advocacy regarding available health and support services.

Byline: Md. Manzar, Unaise. Hameed, Mazen. Alqahtani, Abdulrhman. Albougami, Mohammed. Salahuddin, Prue. Morgan, Ahmed. Bahammam, Seithikurippu. Pandi-Perumal BACKGROUND: The STOP-BANG is an easily administrable questionnaire for the screening of obstructive [...]

Emerging technologies and student information technology literacy are enabling new methods of teaching and learning for clinical skill performance. Facilitating experiential practice and reflection on performance through student self-video, and exposure to peer benchmarks, may promote greater levels of skill competency. This study examines the impact of student self-video on the attainment of clinical skills. A total of 60 Physiotherapy students (100%) consented to participate in the randomised controlled trial. One group (50%) was taught a complex clinical skill with regular practical tutoring, whilst the other group (50%) supplemented the tutoring with a self-video task aimed at promoting reflection on performance. Student skill performance was measured in an objective structured clinical examination (OSCE). Students also completed an anonymous questionnaire, which explored their perception of their learning experiences. Students received significantly higher scores in the OSCE when the examined clinical skill had been supplemented with a self-video of performance task (P = 0.048). Descriptive analysis of the questionnaires relating to student perceptions on the teaching methods identified that the self-video of performance task utilised contributed to improvement in their clinical performance and their confidence for future clinical practice. Students identified a number of aspects of the submission process that contributed to this perception of educational value. The novel results of this study demonstrate that greater clinical skill competency is achieved when traditional tutoring methods are supplemented with student self-video of performance tasks. Additional benefits included the ability of staff and students to monitor longitudinal performance, and an increase in feedback opportunities.

To examine the feasibility and acceptability of a falls prevention e-learning program for physiotherapists working with people with osteoarthritis (OA). A prospective pre-post quasi-experimental approach was adopted. An e-learning program on falls prevention specific to the OA population was developed and delivered. Feasibility and acceptability data were obtained from recruitment records, MoodleTM activity logs, multiple choice quizzes and customized surveys. Of the 65 physiotherapists and near-graduate physiotherapy students who met the eligibility criteria, 50 (77%) completed the e-learning program. Participants were satisfied and considered the program to be acceptable. The program met their expectations (n = 45; 90%) and was highly relevant to their work (median 8–10 [interquartile range (IQR)] 2; range 0 [not at all relevant] to 10 [extremely relevant]). An overall improvement in knowledge was also observed (mean percentage difference 8%; 95% CI −3.49, −1.27). Given a heightened risk of falls among people with OA, ensuring physiotherapists are skilled in falls prevention is important. Our acceptability and outcomes data indicate that a falls prevention e-learning program can be feasibly delivered to physiotherapists working in OA care. Future research should assess subsequent changes in clinical practice to determine whether physiotherapists deliver care reflective of contemporary falls prevention evidence. [ABSTRACT FROM AUTHOR]