Effects of a Blocked Versus Full-Length Semester Design on Doctor of Physical Therapy Student Performance and Retention.

INTRODUCTION: Restrictions on in-person gatherings during the 2020 COVID-19 pandemic required educational programs to explore alternative educational formats. The nature of physical therapy education as a blend of cognitive and psychomotor skill presents additional challenges. During a gradual return to in-person learning, the authors' institution chose to break a full-length 15-week semester into 3, 5-week blocks. The first aim of this study was to evaluate the effects of semester design on course performance. The second aim was to assess the effects of semester design on knowledge and skill retention. REVIEW OF LITERATURE: In undergraduate studies, blocked courses or semesters held over a short period of time may result in equal or better performance compared with courses performed over a longer time. Few studies have been performed on the graduate student population. Most studies have focused on short-term cognitive knowledge acquisition. SUBJECTS: Three cohorts of Doctor of Physical Therapy (DPT) students were eligible to participate. METHODS: Two DPT courses (1 first year and 1 second year) were selected to assess cognitive and psychomotor performance. Examination results were compared at the end of a full-length semester and blocked semester. A third course was selected to assess retention at 4 time points. Students were assessed on their cognitive retention using computer-based quizzes and psychomotor retention using in-person skills quizzes. RESULTS: Median cognitive performance scores for both courses were slightly better during the blocked semester. There were no significant differences in median psychomotor scores. There was no significant interaction effect between semester structure and retention of cognitive knowledge or psychomotor skills, although there were significant changes in scores over time. DISCUSSION AND CONCLUSION: A blocked semester design may favor immediate cognitive performance. However, there is no significant effect on knowledge or skill retention over a 6-month period. Programs faced with the potential for in-person closures can select either semester structure based on their needs without compromising knowledge or skill retention.

Blood flow restriction training for an individual with relapsing-remitting multiple sclerosis: a case report.

BACKGROUND AND PURPOSE: Individuals with Multiple Sclerosis (MS) often present with weakness, poor balance, and increased fatigue that affects physical function. Blood flow restriction training (BFRt) is a popular treatment method to improve strength in orthopedic patients. However, research is limited on the use of BFRt for individuals with MS. This case report describes the effects of BFRt for an individual with relapsing-remitting MS (RRMS). CASE DESCRIPTION: A 30-year-old female with RRMS presented to physical therapy (PT) with weakness and balance difficulty. Initial PT interventions were ineffective at improving balance and strength to achieve specific functional standing and balance goals. BFRt was introduced at reevaluation and performed 2×/week for 8 weeks. Activities-specific Balance Confidence Scale, Modified Fatigue Impact Scale, Berg Balance, strength, and 10-meter walk were assessed at 4 and 8 weeks. OUTCOMES: Measures of strength and balance improved with the addition of BFRt and no adverse events occurred. The addition of BFRt resulted in a meaningful improvement in the individual's ability to achieve her standing and balance goals. DISCUSSION: This case report describes the successful application of BFRt to improve function in an individual with RRMS. Further research is warranted for the use of BFRt for individuals with MS.