The rheumatology physical examination: making clinical anatomy relevant

Villaseñor-Ovies, Pablo; Navarro‐Zarza, José Eduardo; Canoso, Juan J.

doi:10.1007/s10067-019-04725-9

Cited by 7 publications

(7 citation statements)

References 22 publications

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“…Studies focused on a variety of health disciplines, including medicine (21), nursing (10), pharmacy (1), midwifery (1), and interprofessional (1), and were undertaken in the United States (12), Australia (4), Germany (3), Hong Kong (3), Canada (2), Ireland (2), Brazil (1), Bahrain (1), Colombia (1), Denmark (1), India (1), Japan (1), Taiwan(1), and the United Kingdom (1), The studies used different methods and methodologies, including ethnography, participant observation, qualitative surveys, quasi-experimental designs, and randomised control studies.…”

Section: Resultsmentioning

confidence: 99%

“…Technology, particularly relating to diagnostics, may be perceived as more accurate and therefore excessively preferenced over information gathering through a comprehensive touch-based physical examination [ 20 ]. This ready embrace of technology is at odds with the argument that a competent touch-based physical examination and a well-considered diagnostic hypothesis could lessen the burden of expensive technologies [ 21 ]. However, despite technological advances that have transformed diagnostic capabilities in healthcare, physical examination continues to be considered an essential capability and is the foundation of effective diagnosis [ 21 ].…”

Section: Introductionmentioning

confidence: 99%

“…This ready embrace of technology is at odds with the argument that a competent touch-based physical examination and a well-considered diagnostic hypothesis could lessen the burden of expensive technologies [ 21 ]. However, despite technological advances that have transformed diagnostic capabilities in healthcare, physical examination continues to be considered an essential capability and is the foundation of effective diagnosis [ 21 ].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Technology Complements Physical Examination and Facilitates Skills Development among Health Sciences Clerkship Students: <em>An Integrative Literature Review</em>

Lees¹,

Bearman²,

Risør

et al. 2023

Perspect Med Educ

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Background: Technology is increasingly present in the clinical environment. There is a dearth of investigation of the relationship between technology and touch concerning student learning of physical examination practices. Method: Integrative review methods were used to synthesise empirical literature to provide a comprehensive understanding of the relationship between physical examination, learning and technology in the context of health professional student clerkships. Results: Three databases including MEDLINE, CINAHL and Eric were searched for all articles published from 2014 to 2021 using terms relating to (i) physical examination, (ii) technology, and (iii) student clerkships. Thirty-three studies met the inclusion criteria. From the analysis, it is evident that technologies that intersect with learning of physical examination may broadly be apportioned into two categories: 1) technologies that mediate physical examination practices; and 2) technologies that mediate the learning of physical examination. Conclusions: This review indicates that technologies may have multiple roles in the student learning of physical examination, including technology mediating increased diagnostic accuracy and access to supplementary learning material relating to physical examination that is integrated for the clinical clerkship environment. It highlights a need to further understand the touch versus technology relationship and explore the dynamic intersection.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Technology Complements Physical Examination and Facilitates Skills Development among Health Sciences Clerkship Students: <em>An Integrative Literature Review</em>

Lees¹,

Bearman²,

Risør

et al. 2023

Perspect Med Educ

View full text Add to dashboard Cite

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“…The argument supporting technology as a substitute remains notably debatable, often associated with false-positive results [ 59 ], imparting a false sense of confidence that can sometimes delay and increase the burden of care. Similar to Rheumatology which lacks a specific organ or system constraint [ 60 ], musculoskeletal complaints involve multiple tissues and remain a common reason for patients visiting their primary health practitioners [ 61 ]. Despite that, the physical examination, including its orthopaedic component, remains a neglected field of research [ 62 ], this component should not be abandoned but instead better understood and refined [ 63 ].…”

Section: Discussionmentioning

confidence: 99%

Reliability and validity of physical examination tests for the assessment of ankle instability

2022

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Introduction Clinicians rely on certain physical examination tests to diagnose and potentially grade ankle sprains and ankle instability. Diagnostic error and inaccurate prognosis may have important repercussions for clinical decision-making and patient outcomes. Therefore, it is important to recognize the diagnostic value of orthopaedic tests through understanding the reliability and validity of these tests. Objective To systematically review and report evidence on the reliability and validity of orthopaedic tests for the diagnosis of ankle sprains and instability. Methods PubMed, CINAHL, Scopus, and Cochrane databases were searched from inception to December 2021. In addition, the reference list of included studies, located systematic reviews, and orthopaedic textbooks were searched. All articles reporting reliability or validity of physical examination or orthopaedic tests to diagnose ankle instability or sprains were included. Methodological quality of the reliability and the validity studies was assessed with The Quality Appraisal for Reliability studies checklist and the Quality Assessment of Diagnostic Accuracy Studies-2 respectively. We identified the number of times the orthopaedic test was investigated and the validity and/or reliability of each test. Results Overall, sixteen studies were included. Three studies assessed reliability, eight assessed validity, and five evaluated both. Overall, fifteen tests were evaluated, none demonstrated robust reliability and validity scores. The anterolateral talar palpation test reported the highest diagnostic accuracy. Further, the anterior drawer test, the anterolateral talar palpation, the reverse anterior lateral drawer test, and palpation of the anterior talofibular ligament reported the highest sensitivity. The highest specificity was attributed to the anterior drawer test, the anterolateral drawer test, the reverse anterior lateral drawer test, tenderness on palpation of the proximal fibular, and the squeeze test. Conclusion Overall, the diagnostic accuracy, reliability, and validity of physical examination tests for the assessment of ankle instability were limited. Physical examination tests should not be used in isolation, but rather in combination with the clinical history to diagnose an ankle sprain. Preliminary evidence suggests that the overall validity of physical examination for the ankle may be better if conducted five days after the injury rather than within 48 h of injury.

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“…In some universities, the lack of cadavers for ethical and financial reasons is forcing lecturers to look for new approaches (Jayakumar et al, 2020). During the Covid‐19 pandemic, curfews, indoor restrictions and the inaccessibility of laboratories accelerated this search (Musil et al, 2018; Villaseñor‐Ovies et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Can video‐assisted and three‐dimensional (3D) anatomy teaching be an alternative to traditional anatomy teaching? Randomized controlled trial on muscular system anatomy

Yılmaz

Güler

2023

Clinical Anatomy

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The aim of this study was to determine the optimal method for teaching human anatomy by comparing classical laboratory (traditional), video‐assisted and three‐dimensional (3D) application methods for students who had previously received only online academic anatomy education. GPower 3.1.9.4 was used for power analysis to establish sample size. After power analysis, it was decided to have 28 people in each group. Participants were given pre‐anatomy education tests and divided into four matched groups: Group 1: no additional education, Group 2: Video‐assisted education, Group 3: Applied 3D anatomy education, Group 4: Practical laboratory anatomy education. Each group received 5 weeks of education in muscular system anatomy. The pre‐test results showed no statistically significant differences among the groups. The post‐test results showed statistically significant improvement in scores (p < 0.001): group 4; 59%, group 3; 33%, group 2; 9%. The difference between group 1 and group 2 was statistically significant (p < 0.01). The difference between the groups in post hoc comparisons with all other groups was also statistically significant (p < 0.001). The results of this study show that while the optimal anatomy teaching method is conservative, the best alternative is 3D application.

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The rheumatology physical examination: making clinical anatomy relevant

Cited by 7 publications

References 22 publications

Technology Complements Physical Examination and Facilitates Skills Development among Health Sciences Clerkship Students: <em>An Integrative Literature Review</em>

Technology Complements Physical Examination and Facilitates Skills Development among Health Sciences Clerkship Students: <em>An Integrative Literature Review</em>

Reliability and validity of physical examination tests for the assessment of ankle instability

Can video‐assisted and three‐dimensional (3D) anatomy teaching be an alternative to traditional anatomy teaching? Randomized controlled trial on muscular system anatomy

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