Introduction: Medical treatment, conservative physiotherapy (CP), exercise, mobilization and prevention methods should be taken into consideration in cervical problems. We aimed to investigate the efficacy of neural mobilization (NM) combined with CP on cervical posture, pain functionality in patients with cervical disc herniation (CDH).Material and methods: Sixty patients with CDH and radicular pain participated in this randomized controlled study. They were randomly allocated into two groups. The control group (n = 30) received CP (hotpack, transcutaneous electrical nerve stimulation, ultrasound), and the experimental group (n = 30) received CP plus NM on the radial, median and ulnar nerves. Both groups received the CP for three weeks (15 sessions). The experimental group received the neural mobilization technique for three weeks (3 sessions per week). The demographic data, severity of pain (by Visual Analog Scale), cervical active range of motion degree, and cervical posture data (by Tragus to Wall test, Measurement of C7 to Wall Distance) have been recorded. Neck Disability Index (NDI) was applied to all participants for functionality.Results: The distance between tragus and the wall decreased in the experimental group (p < 0.05), whereas there was not any significant difference in the distance between C7 and the wall (p > 0.05). The scores of pain and cervical active range of motion were found different in favor of the experimental group (p < 0.05). The NDI scores were similar in both groups (p > 0.05).Conclusion: CP together with NM techniques will provide additional gains in cervical posture, pain, and active range of motion in patients diagnosed with cervical disc herniation.

Objectives: The aim of the present study was to explore the physiotherapy students’ attitudes towards online anatomy education during Covid-19 pandemic and thus to evaluate the possibile alternatives to improve online anatomy education. Methods: Sixty-four out of 78 first term physiotheraphy students (82%) participated in the study. Students were asked to participate voluntarily in an online survey composed of a Likert’s scale questionnaire. Results: The allocated study time of the students for Anatomy course decreased during the pandemic when compared to the time before the pandemic (p=0.014). The statement which was marked as ‘Totally Agree’ at the highest rate (46.9%) was ‘The questions given within the scope of the theoretical exam were consistent with the course contents’. The students also decided that the questions given within the scope of the theoretical exam were qualified to evaluate their level of anatomy. The marking rate of ‘Totally Agree’ option for this statement was 42.2%. In addition, the students ‘Totally agree’ at a rate of 40.6% that they felt less stressed in the exams of this course when compared to the first semester. Conclusion: It is anticipated that interactive lectures would be more helpful to teach anatomy. Moreover, it seems that anatomy education in physiotherapy and rehabilitation departments may need revisions to improve online anatomy education.

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Introduction. The study aim was to establish physiotherapy students' opinions about anatomy education, to explore attitudes towards studying anatomy, and thus to evaluate possibilities to improve anatomy education. Methods. Second-year physiotherapy students (98 females, 57 males) voluntarily participated in this study. data were obtained by a questionnaire, which consisted of 35 questions. Results. The participants' mean age was 22 ± 1.77 years. The grade point average of females was higher than that of males (p = 0.001). Although the study duration per week and grade point average were moderately correlated in females (r = 0.397, p = 0.001), no correlation was determined in males. The statement 'Anatomy courses motivate me for my carrier' achieved the highest mean score (1.45 ± 0.8). The least mean score (0.21 ± 0.2) regarded the association between the given anatomy education and clinical practice. For 75.48% of the students, the endocrine system was the most interesting. The musculoskeletal system was learnt the best (69.03%). Video records and course notes given by the lecturer were the most beneficial studying materials for practical and theoretical anatomy lectures, respectively (p < 0.05). The textbook recommended by the lecturer turned out the least beneficial material for both practical (1.74 ± 0.82) and theoretical (1.17 ± 0.83) anatomy (p < 0.05). Conclusions. it is anticipated that interactive educators will be more helpful to teach the lessons. Moreover, it seems that anatomy education in physiotherapy and rehabilitation departments may need revisions to enhance students' motivation and improve academic learning.

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