Including Arts in Rehabilitation Enhances Outcomes in the Psychomotor, Cognitive, and Affective Domains: A Scoping Review.

OBJECTIVE: The purpose of this scoping review was to analyze the published literature regarding the use of art in the context of rehabilitation for consideration in physical therapy. METHODS: The CINAHL, PsycArticles, APA PsycInfo, Art Index, Music Index, Cochrane Reviews, and PubMed electronic databases were accessed. Inclusion and exclusion criteria were established and utilized to determine study eligibility. Study details were extracted from each article by researchers using a systematic format. Summation of journal type, participants, dosing and type of intervention, setting and interventionist, outcome domains, and study results were included. RESULTS: Out of 1452 studies, 76 were included for extraction. Of these studies, most had outcome measures aligned with the psychomotor and affective domains of learning (n = 66). Very few studies had outcome measures with psychomotor and cognitive domains (n = 2) or psychomotor, affective, and cognitive outcome measures (n = 8). Regarding the arts used, music, dance, or both were used in 77 instances. Fewer studies reported using creative arts therapy, singing, theater, writing, and rhythm (n = 17). Of the 76 studies analyzed, 74 reported a within-group treatment effect. CONCLUSION: The arts effectively enhance physical therapist practice; therefore, it is recommended that physical therapists continue to seek collaboration with art professionals and explore the use of arts in practice. IMPACT: Findings demonstrate that combining the arts with physical therapist practice amplifies not only psychomotor but affective and cognitive outcomes as well. The arts have applicability across broad populations (eg, chronic pain, neurologic dysfunction, respiratory conditions). This study supports that physical therapist education and practice should embrace the arts as a collaborative modality to promote enhanced psychomotor, affective, and cognitive outcomes.

Development and acceptability testing of decision trees for self-management of prosthetic socket fit in adults with lower limb amputation.

PURPOSE: The most common complaint lower limb prosthesis users report is inadequacy of a proper socket fit. Adjustments to the residual limb-socket interface can be made by the prosthesis user without consultation of a clinician in many scenarios through skilled self-management. Decision trees guide prosthesis wearers through the self-management process, empowering them to rectify fit issues, or referring them to a clinician when necessary. This study examines the development and acceptability testing of patient-centered decision trees for lower limb prosthesis users. METHODS: Decision trees underwent a four-stage process: literature review and expert consultation, designing, two-rounds of expert panel review and revisions, and target audience testing. RESULTS: Fifteen lower limb prosthesis users (average age 61 years) reviewed the decision trees and completed an acceptability questionnaire. Participants reported agreement of 80% or above in five of the eight questions related to acceptability of the decision trees. Disagreement was related to the level of experience of the respondent. CONCLUSIONS: Decision trees were found to be easy to use, illustrate correct solutions to common issues, and have terminology consistent with that of a new prosthesis user. Some users with greater than 1.5 years of experience would not use the decision trees based on their own self-management skills. Implications for Rehabilitation Discomfort of the residual limb-prosthetic socket interface is the most common reason for clinician visits. Prosthesis users can use decision trees to guide them through the process of obtaining a proper socket fit independently. Newer users may benefit from using the decision trees more than experienced users.

A comparison of student outcomes in a physical therapy neurologic rehabilitation course based on delivery mode: hybrid vs traditional.

BACKGROUND: Physical therapy (PT) educators have been charged by the American Physical Therapy Association's Vision 2020 with the aim of developing critically reflective knowledge about teaching and learning using innovative teaching methods. Computer-assisted learning (CAL) affords the opportunity to supplement face-to-face teaching methods. The purpose of this study was to compare student performance and preferred instruction mode between a hybrid model using CAL modules and a traditional lecture-based model. METHODS: The posttest-only control design used mixed methods to assess two successive student cohorts (2011 and 2012). Cohort 1 was instructed using only traditional teaching methods of lecture and laboratory experiences, while Cohort 2 was taught using both traditional teaching methods and the CAL modules created for 10 content areas. Students viewed each CAL module after the in-class lecture, prior to the corresponding laboratory. Student performance was assessed with weekly 10-question quizzes. One-minute papers and focus group discussions were administered to Cohort 2 to gauge satisfaction and perceptions of the CAL modules. RESULTS: Results revealed that the mean quiz grades for Cohort 2 were higher than those for Cohort 1, 86.1 vs 80.4. When comparing final exam grades and final grades for the course between groups, a statistically significant difference exists with the final exam grade, p<0.01. DISCUSSION: It appears that the CAL modules were useful to supplement this course content. Innovative, interactive, and varied teaching methodologies will serve to better engage students as lifelong learners.