test Browse by Author Names Browse by Titles of Works Browse by Subjects of Works Browse by Issue Dates of Works
       

Advanced Search
Home   
 
Browse   
Communities
& Collections
  
Issue Date   
Author   
Title   
Subject   
 
Sign on to:   
Receive email
updates
  
My Account
authorized users
  
Edit Profile   
 
Help   
About T-Space   

T-Space at The University of Toronto Libraries >
Faculty of Medicine >
Department of Physical Therapy >
Student Research and Publications >

Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/25251

Title: A survey of teaching practices among Canadian university physical therapy programs for the definition, assessment and treatment of patellofemoral pain syndrome
Authors: Jossa, David
Gallo, Paul Matthew
McEnaney, Holly
Pigott, Courtney
Stevenson, Sherry
Advisor: Laprade, Judi
Yeung, Euson
Davies, Robyn
Gibson, Barbara
Department: Physical Therapy
Keywords: patellofemoral pain syndrome
patient specific
clinical reasoning
evidence based practice
knee
Issue Date: 2009
Abstract: Purpose: To determine the degree of consistency among Canadian Physical Therapy (PT) programs with respect to the teaching methods utilized, definition, assessment and treatment approaches of Patellofemoral Pain Syndrome (PFPS). Methods: Data was obtained utilizing an on-line questionnaire via SurveyMonkey and a follow up telephone interview. Subjects included one faculty member at each respective PT program who was responsible for delivering PFPS content (n=10). Data analysis utilized a combination of qualitative and quantitative methods. Questionnaires responses were tabulated and imported into Microsoft Excel and reported based on frequency. Data from telephone interviews was extracted and coded based on emergent categories utilizing direct content analysis. Results: Six universities responded to the questionnaire and five completed the telephone interview. There was no one agreed upon definition of PFPS among the universities. All programs reported utilizing multiple teaching methods in delivering PFPS content. Assessment and treatment strategies varied among the respondents, but all focused on an individualistic, patient specific plan of care based on objective findings. Conclusion: Despite some variances in the teaching practices, definitions, assessment and treatment approaches, Canadian Universities are consistent in providing their students with the foundation of knowledge to clinically reason through the assessment and treatment of PFPS.
Description: Affiliated institutions include: University of Toronto (R. Davies, B. Gibson, E. Yeung), The New Women's College Hospital (J. Laprade)
URI: http://hdl.handle.net/1807/25251
Appears in Collections:Student Research and Publications

Files in This Item:

There are no files associated with this item.

Items in T-Space are protected by copyright, with all rights reserved, unless otherwise indicated.

uoft