- Shopping Bag ( 0 items )
From The CriticsReviewer: David J Fischer, DPT (Slippery Rock University)
Description: This book avoids protocol approaches in prescribing therapeutic exercise and instead uses a conceptual approach to show students how to prescribe therapeutic exercise based on evidence and reflection on experience.
Purpose: It addresses the concepts of basic science principles of therapeutic exercise and how those principles are applied to an ongoing plan of care for patients. The book responds to the increasing need for evidence-based practice by demonstrating proper use of research and evidence in prescribing exercise. Further, it was developed in response to student feedback about lack of adequate skills to progress treatment with appropriate interventions, especially in areas of therapeutic exercise. These objectives resonate with me, as a former student. And due to recent shift in therapeutic care from specific treatment approaches to evidenced-based interventions, the objectives are appropriate for the physical therapy community.
Audience: This book is written for students of physical therapy and those who study movement science and its application in therapeutic intervention. Note that this book assumes that students have a basic understanding of anatomy and physiology. All authors and contributors have a wide range of clinical and academic experience and expertise.
Features: Chapters are designed to present the basic science and evidence base related to therapeutic exercise, primarily directed at addressing functional limitations and impairments. This book differs from others by presenting three ongoing patient cases that are updated throughout the book based on typical progression. Each chapter also contains patient vignettes that illustrate particular points in the chapter. Helpful areas for students include "Stop and Think" questions, which assist them to reflect on new information and how it may be applied to new information (answers are included at end of book). Additional innovations include a chapter appendix on visual problem solving, using still images of patients and guiding questions to help students analyze function and intervention strategies. A DVD provides students the opportunity to observe activities, critique movements and techniques, and prescribe relevant interventions. These additions bring real life examples to students and provide a conceptual approach.
Assessment: Since knowledge and learning transfer is a key for successful clinicians, this book's conceptual approach is an asset for physical therapy students. However, for how much evidence-based practice is emphasized in the preface, there is very little literature applied throughout the chapters. More attention was given to how to evaluate literature rather than offering a wide range of current literature that actually helps intervention practice. Also, since much material is omitted that would help students develop intervention strategies (most notably evidence-based research for specific interventions and actual intervention/exercise examples based on specific impairments for progression rather than three broad case studies that do not apply to many situations and environments) the book would be best as an adjunct in helping provide a framework for physical therapy interventions, rather than a single resource.