Why Aquatic therapy? What is the benefit? Who can Benefit from it?

Posted on by GajananBhalerao

Article by: Dr. Gajanan Bhalerao (PT) MPT neuro PT , C/NDT (USA), Aquatic therapy (Kliniken Valens Switzerland)

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Physical Therapy is a constantly evolving field. There are many types and methods are adding as adjunct traditional physical therapy. Most of these therapies are performed on the land. There are multiple forces are always acting on our body in any given instant. the forces can be internal or external forces. Our muscles and body mechanics always have work against or with these forces to move. There is always one force acts on everything including our body is the constant force of gravity. Gravity acts on everything all the time. We move against or towards the force of gravity. We try to stabilize our body against the force of gravity. Amount of muscles work and effort depends on what is the body alignment with respect to gravity. 

Benefit from Aqua therapy

  • Reduce weight bearing on lower limb – helps in partial weight bearing walking gradation
  • Assist in stability and balance
  • Makes Movement easy and assisted
  • Gives resistance to movements,
  • Easy to change the grading of resistance
  • High intensity training with less fatigue and injury to muscles and ligaments
  • Less stress on ligaments in closed chain positions
  • Helps in general body relaxation – stress management
  • Joint mobilization hip, knee, ankle, shoulder & elbow with less pain even with high intensity mobilization
  • Improving range of motion
  • Spinal joint mobilization
  • Muscle relaxation
  • Non weight bearing walking – deep water walking with floats
  • Strength training
  • Endurance training
  • Agility  & plyometrics training
  • Balance training
  • Reduce tone/spasticity /rigidity/ tightness
  • Graded loading on labrum/ capsule and ligaments of joints
  • Coordination training

fig-311

Whom to contact for aquatic therapy?

Ans -Dr. Gajanan Bhalerao, 9822623701. schoolneurorehab@gmail.com 

GB school of neuro rehab and aquatic therapy,  Bungalow no 1. Gajanan Housing society Model colony Shivajinagar Pune 16. Direction and Maps

WHAT IS AQUATIC THERAPY?

There are multiple methods are developed to reduce the effect of gravity and using buoyancy.

  1. Alterg 

  • Body weight supported treadmill training
Dr Feng Youg and UTEP students work with patients at the Biomechanics Lab.
  • Robotic locomat
  • Space walk training simulator

edlu_wo3

Aqua cycling

All these method of training have advantage and disadvantages.

  • Most of these are targeted at only walking training (alter G, body weight supported treadmill training, aqua treadmill), cycling (aqua cycling) and strengthening ( aqua gym) individual muscles.
  • Body weight supported treadmill training is not very comfortable for patient (harness and un- weighing). it requires lots of effort by therapist to put legs forward during walking.

images (4)

  • Aqua treadmill : we can do limited exercises of walking forward, backward, sideways or running only.

There is need of therapy where there is more flexibility of selection of therapeutic exercises and activities. So Aquatic therapy play a major role is in this.

What is aquatic therapy?

Aquatic therapy refers to treatments and exercises performed in water for relaxation, fitness, physical rehabilitation, and other therapeutic benefit. Typically a qualified aquatic therapist gives constant attendance to a person receiving treatment in a heated therapy pool. Aquatic therapy techniques include Ai Chi, Aqua Running, Bad Ragaz Ring Method, Burdenko Method, Halliwick, Watsu, and other aquatic bodywork forms. Therapeutic applications include neurological disorders, spine pain, musculoskeletal pain, postoperative orthopedic rehabilitation, pediatric disabilities, and pressure ulcers.

Aquatic therapy refers to water-based treatments or exercises of therapeutic intent, in particular for relaxation, fitness, andphysical rehabilitation. Treatments and exercises are performed while floating, partially submerged, or fully submerged in water. Many aquatic therapy procedures require constant attendance by a trained therapist, and are performed in a specialized temperature-controlled pool. Rehabilitation commonly focuses on improving the physical function associated with illness, injury, or disability.[1][2]

Aquatic therapy encompasses a broad set of approaches and techniques, including aquatic exercise, physical therapy,aquatic bodywork, and other movement-based therapy in water (hydrokinesiotherapy). Treatment may be passive, involving a therapist or giver and a patient or receiver, or active, involving self-generated body positions, movement, or exercise. Examples include Halliwick Aquatic Therapy, Bad Ragaz Ring Method, Watsu, and Ai chi.[1]

For orthopedic rehabilitation, aquatic therapy is considered to be synonymous with therapeutic aquatic exercise, aqua therapy, aquatic rehabilitation, water therapy, and pool therapy. Aquatic therapy can support restoration of function for many areas of orthopedics, including sports medicine, work conditioning, joint arthroplasty, and back rehabilitation programs. A strong aquatic component is especially beneficial for therapy programs where limited or non-weight bearing is desirable and where normal functioning is limited by inflammation, pain, guarding, muscle spasm, and limited range of motion (ROM). Water provides a controllable environment for reeducation of weak muscles and skill development for neurological and neuromuscular impairment, acute orthopedic or neuromuscular injury, rheumatological disease, or recovery from recent surgery.[3]:1

Various properties of water contribute to therapeutic effects, including the ability to use water for resistance in place of gravity or weights; thermal stability that permits maintenance of near-constant temperature; hydrostatic pressure that supports and stabilizes, and that influences heart and lung function; buoyancy that permits floatation and reduces the effects of gravity; and turbulence and wave propagation that allow gentle manipulation and movement.[4]

Techniques

Techniques for aquatic therapy include the following:

  • Halliwick Concept: The Halliwick Concept, originally developed by fluid mechanics engineer James McMillan in the late 1940s and 1950s at the Halliwick School for Girls with Disabilities in London, focuses on biophysical principles of motor control in water, in particular developing sense of balance (equilibrioception) and core stability. The Halliwick Ten-Point-Program implements the concept in a progressive program of mental adjustment, disengagement, and development of motor control, with an emphasis on rotational control, and applies the program to teach physically disabled people balance control, swimming, and independence.

  • Water Specific Therapy, WST: Halliwick Aquatic Therapy (also known as Water Specific Therapy, WST), implements the concept in patient-specific aquatic therapy. This concept is very good for rehabilitation of neurological and orthopedic impairment. This is tailer made approach for individual needs and problems. In this you can on the motor control as whole body & its movements in all direction and individual motor muscle control. You can do task specific training i.e. sit to stand, balance in walking, one leg stance, walking and balance again resistance of water, coordination exercises, core strengthening in task, postural control and motor control in various task.

  • Ai Chi: Ai Chi, developed in 1993 by Jun Konno, uses diaphragmatic breathing and active progressive resistance training in water to relax and strengthen the body, based on elements of qigong and Tai chi chuan.

  • Aqua running: Aqua running (Deep Water Running or Aquajogging) is a form of cardiovascular conditioning, involving running or jogging in water, useful for injured athletes and those who desire a low-impact aerobic workout. Aqua running is performed in deep water using a floatation device (vest or belt) to support the head above water.

  • Watsu: Watsu is a form of aquatic bodywork, originally developed in the early 1980s by Harold Dull at Harbin Hot Springs, California, in which an aquatic therapist continuously supports and guides the person receiving treatment through a series of flowing movements and stretches that induce deep relaxation and provide therapeutic benefit. In the late 1980s and early 1990s physiotherapists began to use Watsu for a wide range of orthopedic and neurologic conditions, and to adapt the techniques for use with injury and disability.

Healing Dance

Aqua aerobics:

Top 6 reasons to use aqua aerobics for exercise:

1)Heart health. heart rate will be about 13 percent more slower – about 17 fewer heart beats a minute.

2)The enjoyment: If a workout is fun, I’m more likely to keep doing it.

3)The variety.

4)Stress relief.

5)Low impact.

6) Resistance of water

Benefit from Aqua therapy

  • Reduce weight bearing on lower limb – helps in partial weight bearing walking gradation
  • Assist in stability and balance
  • Makes Movement easy and assisted
  • Gives resistance to movements,
  • Easy to change the grading of resistance
  • High intensity training with less fatigue and injury to muscles and ligaments
  • Less stress on ligaments in closed chain positions
  • Helps in general body relaxation – stress management
  • Joint mobilization hip, knee, ankle, shoulder & elbow with less pain even with high intensity mobilization
  • Improving range of motion
  • Spinal joint mobilization
  • Muscle relaxation
  • Non weight bearing wallking – deep water walking with floats
  • Strength training
  • Endurance training
  • Agility  & plyometrics training
  • Balance training
  • Reduce tone/spasticity /rigidity/ tightness
  • Graded loading on labrum/ capsule and ligaments of joints
  • Coordination training

fig-311

Who can benefit from Aqua therapy

A. Normal population for fitness and aerobic conditioning, weight loss

B. Orthopedic conditions

1)OA knee

2)Arthroplasty ACL,MCL repairs

3)Knee ligament injuries – conservative/ post op

4)Rheumatoid arthritis/ Ankylosing spondylitis/ Poly arthritis

5)Spine – conservative/ post operative, Low back pain

6) Fractures – conservative/post-op

C. Neurological conditions

1. Stroke rehab, Hemiplegic- upper limb, lower limb and trunk control training, and      strengthening, balance and gait training

2. Paraplegic and quadriplegic – upper limb, lower limb and trunk control training and    strengthening, balance and gait training

3. Balance disorders, Parkinson, Ataxia – strengthening, coordination, balance and gait training

4. Peripheral nerve injury and polyneuropathy -strengthening and gait training

5. Traumatic brain injury

D. Pedriatics – Cerebral palsy, DMD, Spina bifida, ataxia, developmental delay -strengthening, coordination, balance and gait training

What are the contraindication?

contraindications.jpg Frequently Asked questions about Aquatic therapy ?

Q: Is it necessary to know how to swim for aquatic therapy?

A: It is not necessary to know how to swim, during therapy you will be supported by your therapist or floats.

Q: Can patients without bladder control/ with a catheter participate in aquatic therapy?

A: Patients without bladder control must empty their bladder before aquatic therapy session. In order to participate, patients using a catheter must obtain prior permission from their physician. During therapy, the catheter must be blocked. Due to risk of infection, some public pools might not permit patients with a catheter to enter the pool.

Q: Can patients with bedsore/ open wounds receive aquatic therapy?

A: Yes, patients with bedsore/ open wounds can participate in aquatic therapy after the application of a wet dressing (specialized dressing which prevents water going into the wound). Permission from your physician or surgeon is required before coming for therapy. Risk – there are chances of cross infection and delayed wound healing in some cases if proper precaution is not followed.

Q: Do I need to wear a swimming costume or can I come in regular shorts?

A: Everyone who enters the pool is required to wear a swimming costume. Men shorts and T shirt, Women can use short length or full body costumes. Women or men with long hair are required to wear swimming cap during pool sessions. (It is advised to cover body in order to prevent suntan)

Q: How many sessions do I need to take?

A: There is no right answer to this question. It depends on multiple factors such as type/stage/progression of disease, severity/level of injury, neuroplasticity and learning ability of patient, compliance to therapy, training intensity and frequency of therapy.
10- 15 sessions is recommended in order to evaluate the rate of change and the effect/intensity of therapy. Depending on the results, more sessions may be necessary.

Q: Will aquatic therapy benefit me?

A: Aquatic therapy is one of the modalities of physiotherapy, if you need/are referred to physiotherapy then aquatic therapy will be beneficial as well. Compared to physiotherapy on land, it is easier to move in the water and exercises in water are more fun. You will be assessed on land first to find your impairment, activity and participation restriction. Based on the assessment your therapist will decide if you need aquatic therapy or not. Most of the time a combination of land and aquatic based exercises are beneficial for patients for strengthening, postural/trunk control, balance and gait training.

Q: Can a patient with cardiovascular diseases have aquatic therapy?

A: Cardiovascular disease is not a contraindication but a precaution.  Patients with poor cardiovascular capacity, lower ejection fraction, under active/unstable angina should not attend aquatic therapy. When a body is immersed in water changes in blood pressure occur, patients with unstable hypertension of hypotension should to be monitored.

Q: Will I be taught/allowed to do exercises on my own in the pool during/after my aquatic therapy session?

A: Yes, after receiving appropriate training from your aquatic therapist and you are safe to perform exercises by yourself.  Make sure that a life guard is on duty and aware of you when exercising alone.

Q: How should I prepare myself for aquatic therapy?

A: Please note the following:

  • Before aquatic therapy do not eat heavy food, light food or snacks are advised.
    After a long session you might feel tired and hungry, therefore it is advised to bring a snack.
  • Keep well hydrated: Drink water before/during and after therapy.
  • Empty bladder and bowel before therapy.
  • Cover wounds with wet dressing before therapy.
  • Take bath/shower before entering the pool.
  • Check physical fitness and cardio vascular capacity, ability to tolerate exercises in water.
  • It is advised to observe other patients’ treatment session to get an overall idea about the therapy in water.
  • Bring moisturizer for use after pool session. Do not apply moisturizer before therapy otherwise it will be difficult for the therapist to maintain grip.
  • Bring essential showering toiletries and a spare set of clothes (if necessary bring a person/aid for assistance before and after session).

Q: Are there any changes that need to be observed/reported after completing the session?

A: Please report the following after the session:

  • How was the therapy experience?
  • How did you feel during and post session?
  • Did you notice any positive changes after the session?
    For example: increased range of motion, strength, endurance, posture and movement
  • Did you notice any change in your functional ability, level of assistance or independence?
  • Presence of any adverse reactions to water or worsening of your present symptoms?
  • These issues may come up during the session as well, please report them to your therapist.
  • Are you getting any muscle cramps or delayed onset of muscle soreness? If so, please report to your therapist. He/she will advise you on what to do about it.

Whom to contact for aquatic therapy?

Ans -Dr. Gajanan Bhalerao, 9822623701. schoolneurorehab@gmail.com 

GB school of neuro rehab and aquatic therapy,  Bungalow no 1. Gajanan Housing society Model colony Shivajinagar Pune 16. Direction and Maps

To do or not to do Masters Program in Physiotherapy

Posted on by GajananBhalerao

Frequently Asked questions.

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Que 1. To do or not to do masters program?

Ans: There are two  parts to this answer

a. Yes, need to do master program.

  1. Master program helps you to improve your knowledge, research & analytical skills. It will help to learn how to present your work.
  2. More Education/training in a specialised field. This will give guidance and direction for your future clinical and academic work.download
  3. It defines your speciality of work field. “We are recognised by work we do, not our name! “. FHFLshgl
  4. Most of the budding therapist who want to join academics should do MPT, because in most of the universities the minimum criteria to join academics is MPT.
  5. If want to join job in a corporate hospital then the salary structure is depends on the your degree. MPT gets 30-50% more than than BPT. Even annual increments are more for MPT, because annual increment is based on your basic pay. as BPT has less basic pay the annual increment is low

b. Not needed to do masters program.

  1. There are few therapist who want to do only clinical practice and don’t want to do put their time and money in masters program. They choose to be only bachelor therapist.
  2. Some of these therapist prefer to do highly specialised courses and workshops and get certification and use that it in clinical practice.FAFZF
  3. Not all masters program guarantee or improve your clinical skills. It may improve the knowledge but clinical skills may lack.

Que 2. Which speciality to do for masters program?
Ans:  Choice of speciality in masters program is very important. Because this speciality and degree will last with you throughout your life. It will define your field of work and interest. So Choose very carefully.

 

  1. How to to decide speciality? Just introspect your bachelor education and internship. Try to find the posting your enjoyed the most and spent more time beyond regular hour in that posting. If you enjoy it, you will like it, if you like it you will only be persistent in work interest and  excel in that field.
  2. You may ask guidance from your teachers and mentors.
  3. Never comprise the speciality of your interest.
  4.  Try to find out which specificity is saturated or most preferred.
  5. You may choose the branch less explored, which will give you more scope to develop it. ( In  business  trend never join when its growth is at he peak of the bell curve. because after peak there is a fall in the curve.)

rogers-bell

Which college to join for masters program?

admission open

  1. Most of the student prefer some colleges more than other and want join only that college at any cost. sometime they take the management seats and join the same college of interest. Please note before you decide college choose speciality  of the course . If you are lucky to get the choice of speciality and college of interest then only join that college. But if you are getting the desirable college but not the speciality of interest, then i would  suggest don’t compromise the speciality of masters program. Only degree will last with forever not the college.
  2. There is significant differences in Undergraduate teaching in different colleges. Due to this there are multiple university toppers in some colleges than other. But there is not significant differences in master program training.images
  3. Note following points when you select he college
    1.  Your guide: guide plays a crucial role in master program. If you any preference of guide join that college.SRSE
    2. Clinical case load for practice: Daily Case load is leading factor for your training and practice. If have more case load, your hands on skill will improve a lot.download (1)
    3. Research and Publication. Some institute promote research and publication a lot. It help you to publish few scientific paper before and after you complete your post graduation.
    4. Infrastructure of Institute: Some of the students give more importance to infrastructure. But instead of this give importance to the equipment and instruments they have  in research and clinical practice
    5. Give least importance to a. Proximity form your home/town. b. Accommodation/hostel facility, c. Stipend provided. (Stipend provided is not much, at the cost of compromising you speciality)
    6. College /Tuition fees: In private college on an average the fees is ranging from 1-1.5 lacks of rupees. So depending on your affordability you can select college, but don’t compromise speciality of course.

Shall we go to US / UK/ abroad for Master program? 

There are two part to this answer.

A. Go abroad for doing masters program

images (4)

  1. Masters Courses in UK are 1.5 -1.8 years courses.  Because these course are not full time two years courses, students completed MPT in UK could not join Academics in some university (i.e. MUHS Nashik). Your requires minimum two years master program to be a academician.
  2. Masters Courses in US  are changing fast. only few universities are now providing 2-3 year masters program. Most of the universities are now offering DPT program. Sometime doing master program in US will not get you job in US because their recruitment systems are changing and they will take only DPT on job in near future. So spending 20 lakhs on rupees in doing masters program and then not getting job is a big problem. So think before you join masters program.
  3. Masters Courses in Cananda, Australia, Newzealand, Germany. etc. These countries provide two years masters programs in some specialised fields especially sport, clinical biomechanics and musculoskeltal branches. If you are willing to go for these branches go to these countries. Even UK and US also provide same programs. So take your choice.

cLcfLZhFL      4.  These program are well organised and well conducted

6. It will develop your literature review skills and culture       research methodology

7. You may get job in their respective countries if you pass their licence exam to practice.

8. Good quality of lifestyle

9. worldwide exposure

10. Good salary and income

B. No need to go abroad for masters program

  1. Non clinical courses: Most of the masters program are not fully clinical. Because you need to have practice licence to do clinical course. What is the use of masters programs if it lacks clinical exposure and hands on clinical skills.
  2. MPT through Research courses: most of courses are non clinical  and  research based or academic/lab study based.
  3. Settle abroad: One of the big reason people go abroad because to they want to go abroad work their and settle abroad. But day by day all countries are changing their rules and regulations of working licences and VISA. Politicians want their own people to get job in their country and want to stop immigrant for occupying their jobs.
  4. Job satisfaction: Some of the people who  settled abroad long years back they are satisfied with their job. But those joined few years back they are not satisfied with job and income.
  5. Good opportunities in academics and Clinical practices in India: If you are in academics or good clinical business you can earn same amount of money in India.
  6. Family : You can stay with your own family and culture
  7. You Enjoy your life with here in India

 

At last i want to say that masters program is must, because in near future only these people will be in demand, and bachelor program therapist will face challenges unless they get specialised expertise in some specific clinical skills.

I highly respect, admire and congratulate all the Bachelor therapist who doing well their respective fields and making a good name in physiotherapy by their work than the degree.

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SEVEN DAYS RESEARCH METHODOLOGY WORKSHOP BY M.U.HS. NASHIK: THOSE WERE ONE OF THE BEST DAYS OF MY PROFESSIONAL LIFE

Posted on by GajananBhalerao

Author of Article: DR. Gajanan Bhalerao (PT). MPTH NEURO, Certified Adult NDT therapist, HOD Physiotherapy & Rehabilitation Dept in Sancheti Hospital Shivajinagar Pune, Associate Professor & HOD  PT in Neuro Rehabilitation  DEPT at Sancheti Institute College of Physiotherapy, Shivajinagar Pune

Maharashtra University of Health Sciences, Nashik had organised a 7 day Research methodology workshop for all PhD scholars of Maharashtra University of Health Sciences, Nashik from 16/04/2015 to 22/04/2015. Dr. Shekar Sakharam Rajderkar M.D ( Preventive & Social Medicine) Pro Vice-Chancellor Maharashtra University of Health Sciences, Nashik was the Chief organizer of workshop. The chief guest and one of the speaker was Prof. Dr. Arun Jamkar Vice-Chancellor.

We – all the PhD scholars are thankful to both of them fro organizing such an enriching and informative workshop on research methodology . In seven days they covered all the aspects of research methodology.

SCHEDULE OF RESEARCH METHODOLOGY WORKSHOP FOR P.h.D. SCHOLARS 16th – 22nd April 2015

Day 1 –16th April 2015

Time Session Facilitator
10.00 to 10.30 am Registration & Breakfast
10.30 to 11.30am Inauguration Hon.V.C. Prof. Dr. Jamkar Hon. Pro V.C.Dr. Rajderkar Hon.Registrar Dr.Garkal
11.30 to 01.00 pm Motivating people for Research Hon. V.C.Prof.Dr.Jamkar
01.00 to 01.30 pm LUNCH
01.30 to 03.00pm Criteria for Ph.D. Research Hon.Pro V.C.Dr. Rajderkar
03.00 to 05.00 pm Types of Bio Medical& Social & Over Look Research(Tea will be served in the session) Hon.Pro V.C.Dr. Rajderkar
05.00 to 05.30 pm Group Activity

Day 2 – 17thApril 2015

Time Session Facilitator
09.00 to 10.00 am Breakfast&Tea
10.00 to 11.30am Descriptive – Cross Sectional Studies Dr. A.P.Kulkarni
11.30 to 01.00 pm Analytical Case Control Studies Dr. A.P.Kulkarni
01.00 to 01.30 pm LUNCH
01.30 to 03.00pm Descriptive –Longitudinal Studies Dr. A.P.Kulkarni
03.00 to 04.30 pm Cohort Study, Nested Case Control Studies(Tea will be served in the session) Dr. A.P.Kulkarni
04.30 to 05.30 pm Ethics in Medical Profession Dr.Chavan K.D.(COE,MUHS)

[Day 3 –18th April 2015

Time Session Facilitator
09.00 to 10.00 am Breakfast& Tea
10.00 to 12.30pm Motivating people for Research Hon. V.C. Prof. Dr.Jamkar
12.30 to 1.30pm Experimental Studies (Animal Studies) Dr.M.D.Gokhale
01.30 to 02.00 pm LUNCH
2.00 to 03.30 pm Invitro, invivo ,in ovo Studies, Xeno Diagnosis ,Transgenesis Dr.M.D.Gokhale
03.30 to 04.30 pm Non Randomized Experimental Studies Dr. J.V. Dixit
04.30 to 05.30 pm Randomized Control Trial(Tea will be served in the session) Dr. J.V. Dixit

Day 4 – 19thApril 2015

Time Session Facilitator
09.00 to 10.00 am Breakfast&  Tea
10.00 to 11.30am Types of Sample, Sampling Techniques, Cluster Sampling, Convenience Sampling Dr. Ashok Vankudre
11.30 to 01.00 pm Pro’s & Con’s of Probability & Convenient Sampling, Sampling Errors, Bias, Confounding factor Dr. Ashok Vankudre
01.00 to 01.30 pm LUNCH
01.30 to 03.00pm Importance of Representative Sample in Ph.D. odds ratio, Relative Risk, Attributable Risk & Strength of Association Dr. Seema Patrikar
03.00 to 05.00 pm Test’s of Significance(Tea will be served in the session) Dr. Seema Patrikar
05.00 to 05.30 pm Group Activity

Day 5 –20th April 2015

Time Session Facilitator
09.00 to 10.00 am Breakfast& Tea
10.00 to 11.30am  Research Methodology – Continued. Part – II Hon.ProV.C.Dr.Rajderkar
11.30 to 01.00 pm  Research Methodology – Continued. Part – III Hon.ProV.C.Dr.Rajderkar
01.00 to 01.30 pm LUNCH
01.30 to 03.00pm Health System Research with srt Impact evaluation of  National Health  programmes. Dr.Daniel Joseph
03.00 to 05.00 pm Hypothesis ,Null Hypothesis ,Cooking or Tampering of data ,Plagiarism(Tea will be served in the session) Hon.ProV.C.Dr.Rajderkar
05.00 to 05.30 pm Group Activity

Day 6 – 21th April 2015

Time Session Facilitator
09.00 to 10.00 am Breakfast &  Tea
10.30 to 11.15am Ayurvedic Reseach Methodogy Dr. Yogini kulkarniDr. Mohan Joshi
11.15 to 12.15 pm Ayurvedic Tools for Research Dr. Yogini kulkarniDr. Mohan Joshi
12.15 to 1.00 pm Group activity 1:(Study designs, Ayurvedic Literature search) All faculty
01.00 to 02.00 pm LUNCH
02.00 to 03.00 pm Drug Research Dr. Apoorva SangoramDr. Manasi Deshpande
03.00 to 3.30 pm Group activity 2:Drug Standardization for Ayurvedic Drugs All Faculty
03.30 to 04.30 pm Clinical Trial, Reverse Pharmacology Dr. Supriya BhaleraoDr. Yogini Kulkarni
04.30 to 05.30 pm Group Discussio, Question & Answer on:·         Scientific Writing & Publication·         Data Analysis, Statistics·         Bibliography·         Manuscriptology Dr. Shekhar RajderkarAnd all faculty

Day 7 – 22th April 2015

Time Session Facilitator
09.00 to 10.00 am Breakfast &  Tea
10.00 to 11.30am Homeopathic Research an over view Dr.Kavishwar
11.30o 01.00 pm  Homeopathy  -The challenges in Research Dr.Kumar Dhawale
01.00 to 01.30 pm LUNCH
01.30 to 03.00pm Dr.Barwalia
03.00 to 05.00 pm (Tea will be served in the session) Dr.Bhasme
05.00 to 05.30 pm Valedictory Hon.V.C.Prof.Dr.Jamkar Hon.ProV.C.Dr.RajderkarHon.Registrar Dr.Garkal

Hon.V.C. Prof. Dr. Jamkar sir gave a very motivation and informative talk on “Motivating people for Research”.

Dr. Shekar Sakharam Rajderkar sir has given lot of emphasis on good research question and hypothesis of the study. If we are clear with the research question and hypothesis it is easy to design a study.

Research question-

  • Should end with question
  • Spell out variable- malaria, complication, cure
  • Que framed correctly and ambiguously
  • Who is the participant?- patient with malaria, typhoid
  • Whould tell u the study design- descriptive, association,
    • association study- factor a disease and B –risk factor
    • association – analytical study
    • efficacy/effect/efficiency study

Dr. A.P.Kulkarni gave very good lecture on Descriptive  Studies. It made our idea more clear about descriptive studies.

Dr. J.V. Dixit explained the experimental studies very well.

Statistics is  very difficult subject  but Dr. Seema Patrikar made it look very simple.

Next few days there was discussion on Ayurveda and homeopathy research. It was good integration of different fields of medicines.

In day time we learned about the research and in evening time we enjoyed our stay in MUHS Nashik campus. They had arranged accommodation at the cost of just Rs 100/day. Staying arrangement was too good. It was good that we did not had TV in our room so we spent more time in interacting with each others, playing and walking around the university.

Every evening we physio and other faculty Phd scholars used walk daily 4-5 km around and out of University. These few moment with each others were the best moments of life. No professional tension, no personal issues. Just chatting around and walking. I never walked so much in my daily life. Going for dinner in different part of city. had dinner in hotels, food on small stalls, ice Gola, Pani puri..egg roll….  wow! The food was never tastier than that days.

After walking for dinner, we used to come back to university guest house, sit in the open lawns there and had brain storming session on discussing each others research project/synopsis. We discussed and refined our research question, study design, methodology hypothesis, statistical tests and review of literature. We had faculty from Ayurveda, biochemistry, homeopathy, PSM and physiotherapy. So we exchanged each others inputs in our project. Due to interdisciplinary discussion our problems solved in few minutes. It was the best learning session outside class room teaching.

I think, i  learned and enjoyed the most only in these 7 days. It was the best learning experience with fun. I wish i could get chance to attend similar kind of workshops and stay in university campus every year. It was the best change from my professional life. I miss those day every day. That’s why i say ” SEVEN  DAYS RESEARCH METHODOLOGY WORKSHOP BY M.U.HS. NASHIK : THOSE WERE ONE OF THE BEST DAYS OF MY PROFESSIONAL LIFE!”

 EXPERIENCE OF OTHER PHD SCHOLARS

Dr. Sachin S. Gawande PhD scholar Physiotherapist Lecturer  Sancheti Institute College of Physiotherapy, Shivajinagar Pune

It was a huge knowledge fest for me, initially it was in mind that it will be boring oldies workshops around but it was so fascinated me that whole day it was research it has changed my mind a lot. those were days filled with fun with knowledge, morning roaming around the MUHS campus, then rush for Nashik special Break fast and brain stimulating research lecturer it was so fun.,
But its not end of it in the evening plastic ball cricket matches , roaming around the holy city of Nashik late night research discussions seriously it was not just a research workshop. it was a research picnic for me. 🙂 thank u guys for all this. thank Gajanan sir.

Dr. Saral Machhirke PhD scholar Physiotherapist Goverment Medical college and Hospital Nagpur

‘The seven days Research Methodology Workshop to be held by MUHS’ , the idea of starting this was sucking before we were to register. It was how the hell university is going to do this on this short notice..and we were like..what we are going to do for seven days at university campus, leaving our family and responsibility at home. we register and day came when we reached there..staying arrangement was done in guest house on sharing basis..Right from the start.. I found a amazing group of people from Sancheti College of Physiotherapy on the first day itself..I was knowing them by names only till then as they were my batchmates of Ph.D..but we met and I felt like we are friends from ages..and the journey started…registrations..lots of wonderful and educative sessions from Vice chancellor, Pro vice-chancellor and other faculties..very interactive, clear and mind-boggling sessions..we had so much of fun while studying too..and then at evenings it was the best time I ever had..Roaming in University campus, chats, roaming outside for dinner, movie masti,  laughters till stomach ache, emotions, night chat kattas in campus and unending discussions over the thesis topics…everything was out of the world…I met and knew new people but some of them will remain in life for lifetime….leaving MUHS on last day was giving lump in throat !! Miss those days a lot …Hope they come again and we will live it to fullest again and again. Thanks MUHS for letting us know what is life all about !!!!
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 Ms. Mohini Nakhale PhD scholar Biotechnology MGM hospital Sewagram Wardha
These seven days turns life into new research era. Before coming over there I was thought this workshop will be bored like other workshop. But as the session going on day by day I realized that it most important to know yourself. Not only regarding to research topics (Synopsis) but also as a researcher where we stand. These seven days build up our knowledge as well as communication with others. I had  discussed my topic with Honorable Pro-VC & my new colleague who’s from physiotherapy department of Sancheti Hospital, Pune and some from Nagpur (Ayurved) & they suggested the lots of important modification which is helpful for me. Beyond this class session we enjoyed a lot. Meet new people, knowing, interacting, discussing topic with them. Have lots of fun over there like playing bat ball first time in life…… walking daily 4-5 km. teasing each other. But missing the Night Kataa…..and you guys. This seven day not only gives us knowledge but also new friends who never forgettable. 

I wish those day come again and this time we again gather & enjoy…beyond our professional life.  
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Rohit Suresh PhD Scholar Medical Biochemistry Student

MIMER Medical College Talegaon Dhabade, Pune
In my childhood days, I have often heard the story about the boy who cried wolf. Every now and then I would think that the workshop would happen now, then another now and followed by endless now. Finally when it was announced I could not believe it. Here I was all ready and packed for the seven day agenda. Honestly I had no preconceived notions about the workshop. So when I entered MUHS for the first time I was in awe of the campus. The campus is really a secluded and tranquil resort for education. But more than the ambiance I was excited about the 7 days of research methodology knowledge that I was about to garner. They say ignorance is bliss but thank God my ignorance pertaining to research was eliminated after hearing to the various talks in the workshop. I realized that my concept about research was delusional and naive. The workshop really made me understand concepts ranging from types of studies, framing of hypothesis and research questions and oh how can I forget the itch in everyone’s synopsis – sample size calculation. It was certainly a nice amalgamation of facts presented lucidly. And during the final few days as thoughts of doubt lingered about the Ayurveda and Homeopathy modules, they turned out to be truly an elixir for my synopsis. My research involves herbal extracts, so the entire section about standardization of herbal extracts was a real game changer for my study. Though I thought I was tech savvy, even that veil was removed. The introduction to so many software’s that makes researcher’s life easy was like the crowning glory of the workshop. Another important aspect was that we all interacted with myriad people with different outlook towards research. Understanding and appreciating their topics helped us introspect about our own topics. In the end to say it in pure Nashik terms, the seven days of workshop was like a beautifully laid thali at Panchavati hotel. It was indeed a beautiful layout of all the wonderful delicacies of research and wonderful blend of knowledge, people and fun.
 

Note if any other PhD scholar want to share his or her experience here then he is welcome. Please send your experience on my email id gajanan_bhalerao@yahoo.com or you can write in the comments section. I will add that with your name in this blog.

Format and Content of Manuscripts Reporting Evaluation/Demonstration Case Studies of Educational and Other Interventions

Posted on by GajananBhalerao

Author of Article: DR. Gajanan Bhalerao (PT).

PhD Scholar, MPTH Neuro, Certified Adult NDT therapist, HOD Physiotherapy & Rehabilitation Dept in Sancheti Hospital Shivajinagar Pune. Associate Professor & HOD  PT in Neuro Rehabilitation  Dept at Sancheti Institute College of Physiotherapy, Shivajinagar Pune

We all want to do good research and publish a paper our paper in scientific journal. But very few of us know how to write a research article. Writing of research paper is called as Manuscript writing. M.U.H.S. Nashik had arranged a workshop in Manuscript writing they and invited editor of journal Donald Pathman, MD MP from US for training. Fortunately i got opportunity to attend the workshop. I am sharing with you what ever they trained us and given the guidelines for manuscript.

 

 

Format and Content of Manuscripts Reporting Evaluation/Demonstration Case Studies of Educational and Other Interventions

: Donald Pathman, MD MPH

Sections within Manuscript Example: Clinical Quality Improvement
Introduction  
Background to field ACE inhibitors decrease mortality in patients with heart failure
Problem for field Nationally, many eligible CHF patients are not placed on ACEIs
Purpose of the intervention/initiative undertaken There is a need to develop effective models for increasing proportions of eligible CHF patients on ACEI, and show their effectiveness
Purpose of this evaluation To assess the effectiveness of an intervention that uses chart audit data and feedback to clinicians to increase ACEI
The Program/Intervention  
Organizational setting Three clinics affiliated with an academic center, each with different patient population SES profiles
Issue and initiative’s context (historical, cultural) ACEI use in CHF in these clinics was previously documented to be low, no previous intervention on this issue, but this network’s doctors are notoriously resistant to feedback on their care
Rationale/Purpose/Goals of the initiative To increase proportion of eligible CHF patients on ACEI; to increase physicians’ acceptance of QA data intended to improve their care
Theory/Rational for the intervention design selected Evidence shows that repeated reminders through a variety of sources are most effective in helping clinicians change clinical practices
Programmatic components of the initiative Educational lunch conferences, oversight committee of clinic staff and clinicians formed, monthly chart audits, reminder/alert stickers placed on charts, monthly progress graphs created, token incentives given for “most improved”
Internal programmatic evaluation components (formative and summative) Monitoring ACEI use improvement over time; quarterly provider satisfaction survey
Program history Program initiated October 2008, chart stickers added in February 2009, initiative terminated in May 2011 when funding lost
Evaluation Methods (of intervention)  
Evaluation design Pretest/posttest and time-series analysis (no comparison group); identify the evaluator and his/her connection to program
Outcome measures Proportion of eligible CHF patients whose medication  lists include ACEI; proportion of providers indicating satisfaction with their autonomy, with clinic management, with the quality of care they can perform; qualitative data on provider acceptance of the CHF/ACEI initiative
Data collection methods Augmented sample size of chart audit data already routinely collected as part of the program; added quarterly physician satisfaction survey items drawn from validated instruments, and informal focus groups of physicians and staff
Documentation of program fidelity Retrospective assessment that the  targeted number of charts were audited each month, that feedback reports to providers were generated, that chart stickers were used whenever appropriate and that token incentives were given
Ethical review and funding disclosure Funded by Pfizer; approval by UNC School of Medicine IRB

 

Results (findings of the evaluation)  
Program fidelity indicators >90% of targeted charts reviewed each month; only 60% of monthly provider feedback reports generated; token incentives stopped in third month due to provider backlash
Outcome data 30% increase in ACEI use (from 40% to 70%), but increases found principally in non-physician providers; non-physician satisfaction rose on all indicators, physician autonomy indicators fell; focus group data revealed intense positive and negative reactions to program
Other and unexpected outcomes QA coordinator required supportive counseling; total program costs averaged $35,000 per year
Discussion  
Review of key findings As above in “Outcome data”; identified barriers and facilitators to implementation
National perspective/congruence with literature Mirrors previous reports of effectiveness of chart audit and chart sticker approach to QI, and mirrors problem of physician resistance to external scrutiny and “forced” change
Inferences Use of data and longitudinal approach with continuous feedback were helpful; perceived encroachment on physician autonomy by non-physician-initiated program fueled backlash
Limitations Program terminated earlier than planned; not all desired satisfaction survey items could be used; reasons for physician resistance not fully identified
Conclusions This QA approach is effective in increasing ACEI use but can cause backlash in some physicians; more effective in non-physicians

 

 

Guidelines for writing manuscript / research article for Publication

Posted on by GajananBhalerao

Author of Article: DR. Gajanan Bhalerao (PT). PhD Scholar, MPTH Neuro, Certified Adult NDT therapist, HOD Physiotherapy & Rehabilitation Dept in Sancheti Hospital Shivajinagar Pune. Associate Professor & HOD  PT in Neuro Rehabilitation  Dept at Sancheti Institute College of Physiotherapy, Shivajinagar Pune

We all want to do good research and publish a paper our paper in scientific journal. But very few of us know how to write a research article. Writing of research paper is called as Manuscript writing. M.U.H.S. Nashik had arranged a workshop in Manuscript writing they and invited editors from Canada and US for training. Fortunately i got opportunity to attend the workshop. I am sharing with you what ever they trained us and given the guidelines for manuscript.

WRITING A BIOMEDICAL RESEARCH PAPER

Writing a scientific paper is a creative activity:  designs for no two papers are the exactly the same.  Nevertheless, there is a standard structure to biomedical scientific papers and many common elements, which are described below.  Scientific papers written for other disciplines (e.g., the social sciences) and non-research papers on medical topics have somewhat different structures.

Disclaimer:  no paper will follow all of the “rules” listed.  The art of writing is to know how and when the research question, study design, data, journal, or its readers demand deviation from standard approaches for the sake of clarity, effective communication, and flow.

  1. Anatomy and Physiology of the Paper

Medical research papers have four main sections; an Introduction, Methods, Results, and Discussion.  Each section should be separated by a prominent header (e.g., centered, in capitals and bold).

Introduction

  1. Introduction is typically short: three to five paragraphs.  Its purpose is to introduce the topic of the study, provide just enough background so the reader understands what the study is about, why it is important, how it fits into the literature, why it uses particular methods, and what its aims and/or purpose are.  Get to the study aims quickly and directly or risk losing the reader’s attention.
  • First paragraph introduces the general topic of the paper and its importance. Don’t go on and on about the general topic or you will lead the reader astray about the actual focus of the paper and bore him/her too.  For example, don’t spend too much time addressing the general importance of pediatric immunizations, if the specific topic of the paper is physician compliance with national pediatric immunization guidelines.  If possible, get to the specific topic of the paper in the first paragraph.
  • The second through fourth paragraphs should (1) introduce or expand on the specific topic of the paper, (2) provide any key definitions the reader will need, (3) describe issues pertinent to the specific topic and/or other topics that will become important in how/why the study is designed the way it is, (4) review the important relevant lesson from the literature, (5) include references to substantiate the points made, and (6) identify a “problem” in the field. This last point is key, as it provides the rationale for the study.  This crucial sentence often contains the words “however. . . .” or “unfortunately. . . .”

In reviewing the

  • Last paragraph gives the study’s aims or goals, stated in one or a few sentences. These are the most important sentences of the paper and should be written first, but often must be tweaked later on.  Typically, the goal statement starts, “The goals of this study are to . . . .”  The rest of the paper can be assessed for relevance against these sentences:  any parts which are not directly related likely should be dropped.  If there are hypotheses, they are often presented immediately following the goal statement (alternatively, they can be specified in the Methods section).  Sometimes this paragraph also gives a prelude to the study design, to prepare/orient the reader.
  1. The key to a good Introduction section is to be brief, crisp, to the point, and linear in reasoning. Save lengthy expositions for the Discussion section.

Methods

  1. The Methods should communicate to the reader how you went about addressing your research question. It is usually written in past tense.  It should answer the questions “who” (study population), “what” (what you did), “how” (how did you accomplish it), “why” (explain why key methodological decisions were made the way they were), and sometimes “when” (to explain important time sequences).
  2. The key is to provide enough details for the reader to understand all important issues in the study design without getting bogged down in less important details. As a researcher, you spend most of your time with these details but don’t think that the reader needs or wants to know about them or that the editor will give you the space to address them.  When you write your first research paper, you realize how much of the execution of a study is not reported in journals and, therefore, how much the integrity of medical science rests on the honesty of its researchers and trust that they know what they are doing in the many unreported methodological decisions they make.  If more details will be important to some readers, consider including them as an appendix or providing a statement where this detailed information can be found, which is typically at a web site.
    The goal in writing the Methods section is to provide readers with enough details so that they can feel confident that they understand generally how the study was performed, convinced of the integrity of the study’s design and execution, and replicate the major steps if so inclined.
  3. The typical components of the Methods are described below. It is often helpful to the reader to identify these components with subheadings.  For randomized controlled trials and some other specific types of studies (e.g., assessments of diagnostic and therapeutic tools), there are international consensus documents (e.g., http://www.consort-statement.org/) listing the elements of study methods that should be included and how to report them.  Components of the Methods:
  • Introductory sentence or brief paragraph outlining the study’s overall methods (e.g., chart audit or mail survey) and study design (e.g., randomized control trial or cohort study).
  • Describe who the study’s subjects were, how they were identified and recruited, and inclusion/exclusion criteria.  Typically, you should mention how informed consent was handled and report that your IRB reviewed and approved or exempted your study.
    Either in this section or in the beginning of the Results section, report participation/response, refusals, and ineligible rates.  Account for all who dropped out from the study.  The reader should be able to follow the numbers to understand how the subjects for whom data are complete compare to all individuals who were eligible for the study (“sampling frame”) and all individuals who were asked to participate.
  • Data and Data collection. Describe how the study’s data were collected and what the data were.  Describe the methods of data collection:
  • If a questionnaire was used, describe how it was designed, what was learned from any pilot tests, provide test performance parameters for new measures or scales, and describe how mailings were conducted.
  • For clinical studies, describe the mechanics of subject recruitment, specimen gathering and handling, equipment used, and how assays were conducted.
  • For qualitative studies, describe the particular qualitative paradigm used, the interactions between study personnel and subjects, and any interview guides.

In quantitative studies, describe the outcome variables in some detail.  Be certain they can be fully understood by the reader, who will be more interested in these variables than all others.

List any “secondary” data sources, e.g., appended billing data or data from national sources (e.g., community data from the US Census, hospital data from the American Hospital Association’s annual survey) and reference the sources.

  • Data analysis. Describe how the data were analyzed. Describe these analytic methods in the order that their results will be reported in the Results section to follow.  For quantitative studies, describe the statistical methods used to answer the various research questions.  Mention how/why control variables were chosen as they were.  For qualitative studies, describe the process of interpreting the data.
    The analysis section typically ends with four pieces of information:  (1) the statistical software package and version used when newer or complex statistical methods and study designs are employed and which may be handled differently by the various available statistical programs; (2) the level of statistical significance used and, if necessary, why; (3) a statement that the study received approval or exemption from a human subjects committee, and the name of that committee (alternatively, this statement is placed in the Subjects subsection); and (4) any competing interests or indicate that there are none.

Results

  1. Here you report all of the study’s findings. The length of this section varies depending on the amount of data to be presented.  Despite the temptation, save interpretation to the Discussion section.
  • Typically the Results section starts by describing the study population, either in text or a table. The reader needs a clear understanding of who made it into your study.  Typically one provides demographics (age, gender, race, SES indicators) and other general descriptors.
  • Next, provide descriptive statistics characterizing features relevant to the study’s topic (e.g., in a cardiovascular study, the average weight and blood pressure of subjects) and the outcome measures (e.g., report the number of heart attacks or cardiovascular deaths).
  • Finally, present the findings of analyses as they address each of study questions. These are generally between-group comparisons with statistical tests included (e.g., comparison of heart attack rates by age or by weight).  Typically, one provides bi-variate associations first (e.g., t-tests, chi-squares), followed by multivariate (e.g., regression analysis) and subgroup analyses.
  1. Decide which of your findings are better presented in figures or tables rather than the text. Typically, data should be presented where they are easiest to understand and take up less space.  Data presented in tables and figures should not be repeated fully in the text; only the key findings should be highlighted.
    Typically a medical research paper will have five or fewer tables and figures total.  Any more challenges the reader and amount of space the journal will allow.  Keep the tables and figures as simple and relatively easy to understand.  Tables and figures should be able to stand alone, that is the title, headings, and footnotes should allow the reader to understand them without needing to refer back to the text.
  2. When the data are available, add other “side analysis” which test possible interpretations of your main findings and answers various “but what about. . . .” questions that readers are quick to ask. This typically can be done in one short paragraph for each “side analysis” and will strengthen the paper and clarify the interpretation of the findings.  These analyses should be clearly identified as post hoc.
  3. Add headings to subsections within the Results section if they will help orient the reader.

Discussion

  1. You have most freedom with crafting this section. Length varies.
  2. The Discussion typically starts with a restatement of the study’s goals and the most important findings in summary. The following paragraphs then begin to interpret the findings, discuss their implications, and describe how they relate to the findings of previous studies.  This is your chance to be more expansive, but don’t get too far from your findings.  A common error is to simply restate the findings already given in the Results section.  Instead, the Discussion is where findings are interpreted.
  3. Limitations are typically reported near the end of the Discussion section before the “Conclusions and Implications, and often labeled with a subheading. Alternatively, limitations can be presented at the end of the Results section or early in the Discussion.  Find the place where it distracts least from the paper’s flow.  Ending the paper with limitations weakens the Conclusion subsection and dilutes the study’s message.
    The reader will judge your honesty and therefore, your paper’s integrity by what you “admit to” as a limitation.  Be forthright about the study’s weaknesses; however, only include truly significant limitations and do not provide a laundry list of every possible study weakness.
  4. The paper should conclude with one to a few paragraphs stating the study’s conclusions and implications, often with a subheading “Conclusions” or “Conclusions and Implications”. Include implications for all important relevant parties, e.g., physicians, policy makers, and educators.  Don’t remain insular in your thinking here.  Physician-researchers too often think that their readers are only other physicians.  Anticipate what readers in other fields should learn from your study and communicate this.
    You can address the need for further research in this subsection.  However, don’t conclude the paper with a statement that simply indicates more research is needed, as this tells the most readers—those who are not researchers—that they just wasted their time reading your study, as it was unable to teach them anything other than to wait for the work of others.

 Do’s, Don’ts and Pearls in Writing a Research Paper

  1. Never forget that the object of writing is to communicate. Write plainly.  Avoid words which are needlessly long, obscure, or jargon.  While they may seem like they make you and the paper more erudite, they probably make it less accessible and therefore less influential with the reader.
  2. Decide which journal (or a couple of possible journals) to which you will submit your paper before you begin writing. Get a copy of that journal’s “Instructions for Authors” before hand to guide your choices in constructing the paper.  Ask an experienced colleague to help think through the choice of journals.
  3. Writing a paper is like a putting together a jigsaw puzzle: there are lots of pieces that must be moved around and tried out here and there until the right order becomes clear.  For example, often a point made in the Introduction section fits the flow of the paper better if moved to the Methods or Discussion.  This is part of the “art” of writing.
  4. Footnotes are rarely used in biomedical journals; readers are not accustomed to them and many journals don’t allow them. Instead, fit the information into the text.  Bracket the information if necessary.
    In the paper, directly address issues or questions that will arise for many readers:  don’t leave those “but what about. . . .” questions unanswered or left hanging until answered several pages later.  Unanswered questions will keep readers from being truly convinced of your study’s integrity, the meaning of its findings and its implications.  If possible, deal with these issues earlier in the paper rather than later to remove readers’ doubts so they will accept the remainder of the paper.  Rely on colleague-reviewers to identify these questions that must be answered promptly for readers.
  5. It is usually better to understate than overstate your point. Understating generally gives a more learned tone to your paper.  Avoid hyperbole, dramatic statements and tenuous leaps of faith, as they come over as obvious for what they are, which is unconvincing and often silly.
  6. Reviewing the relevant literature succinctly challenges many writers. In a medical research paper, one usually briefly mentions the lessons or issues from previous studies, then adds a few references to support each point.  This allows the text to flow more smoothly and quickly than naming and describing specific studies and the particulars of their execution.  Provide details only for specific studies that are particularly influential in the field or if they are particularly important to understanding how your study fits into the literature.  Be sure to repeat your literature search as you write your paper:  the search you did when first designing your study is probably out of date.
  7. Ask three to six or more colleagues to review your paper. Learn who among your colleagues makes a good editor, and who provides which perspectives and skills as reviewers then choose individuals with complementary skills.  Learn to value lots of red marks on your papers from your colleague-reviewers:  it shows they care about you and your paper.  If you don’t get this constructive feedback from them, then you are likely to get the feedback they didn’t provide from the journal’s reviewers, perhaps with a rejection decision from the editor.  Every weakness identified by a colleague-reviewer is another chance to improve the paper.  Polish your paper somewhat before asking colleagues for a review:  don’t force them to wade through a rough, half-finished draft unless you have a specific, basic question on which you are looking for feedback early, and if so, tell them the specific area of feedback you need.
  8. When getting feedback from colleague-reviewers, you needn’t take every suggestion made by each reviewer. Use reviewers to point out areas that need more attention, but don’t feel obligated to follow the specific advice the reviewers have provided.  For example, the appropriate response to a recommendation to drop mention of analyses of a certain subgroup may be to do a better job in the text of describing this subgroup and justifying its importance.  If a given issue is pointed out by more than one reviewer, it very likely means that many readers will question this point and it deserves a response.
  9. Don’t hesitate to delete whole paragraphs or remove major themes if it strengthens the paper overall. Be emotionally ready to cut the paper by a third or half if your colleagues or the editor suggest (or opt for a different journal).  Typically there is not enough room in a paper for authors to make all the points they are certain are of earth-shattering importance.  Pare down the points to those most important to the most readers.  One or two messages are all you can hope the reader will carry away from your study and paper.  These most important messages are likely to be lost if you, the author, try to squeeze in more messages of secondary importance.  It is a case of “less is more.”
  • Put real polish on your paper before submitting it for publication. Editors and reviewers look more favorably on manuscripts that require less work from them to get into shape for publication. Ten or twenty drafts on your part may be about right!
  • Whenever possible, let papers sit for a month or longer after they are written before final editing and submission. After getting some distance from your paper, you are more likely to spot its rough areas and find ways to improve it.

List of Journals for publication Physiotherapy related research project

Posted on by GajananBhalerao

Authors of Article: DR. Gajanan Bhalerao (PT).  Dr. Apurv Shimpi, Dr. Rachana Dabadghav

This the list of journal for physiotherapist who wish to do publication in different research project related to physiotherapy and associate medicine. You can select the journal depending on their scope of the journal and topic of research.

“I believe that every well conducted and well written research project will be able to get published in one or other journal”.- Gajanan Bhalerao

Steps to select journal and submission for publication

  1. Select journal related to topic of research
  2. Please go through the scope of the journal and see if your project suits to the need and readers of the journal.
  3. Learn how to right Manuscript
  4. Give your manuscript for proof reading to someone expert in research and your field of interest.
  5. Read your Manuscript 10 times before submitting it.
  6. Avoid grammatical errors.
  7. First Start applying to the good impact factor journal.
  8. Apply first international journal then Indian journal
  9. Find the fees of journal for submission  and pay it.
  10. If it rejects then correct the suggestions given and then apply to the other journal with lower impact factors.
  11. So don’t give up keep trying every article deserve to get publish. Remember everybody does research to share with the world not just for fun/torture and keep with your self. 

 List of jouranls

  • Advances in Clinical Neuroscience and Rehabilitation (Adv Clin Neurosci Rehabil)
  • Advances in Physiology Education (Adv Physiol Educ)
  • Advances in Physiotherapy (Adv Physiother)
  • Age and Ageing (Age Ageing)
  • American Journal of Respiratory and Critical Care Medicine (Am J Respir Crit CareMed)
  • Annals of Internal Medicine (Ann Intern Med
  • Archives of Physical Medicine and Rehabilitation (Arch Phys Med Rehabil)
  • Arthritis Research and Therapy (Arthritis Res. Ther.)
  • Asian Journal of Sports Medicine (Asian JSports Med)
  • Asian Spine Journal.
  • Australian Journal of Physiotherapy (Aust J Physiother)
  • Biomed Central (BMC) Women’s Health
  • BMC Geriatrics
  • BMC Musculoskeletal Disorders (BMC Musculoskelet Disord)
  • British Journal of Physical Medicine (Br J Phys Med)
  • British Journal of Sports Medicine.
  • British Medical Journal (Br Med J) / (BMJ)
  • Chest (Chest)
  • Clinical Biomechanics (Clin Biomech)
  • Clinical Journal of Pain (Clin JPain)
  • Clinical Medicine Insights: Arthritis and Musculoskeletal Disorders.
  • Clinical Rehabilitation (Clin Rehabil)
  • Community Medicine (Community Med)
  • Critical Care (Crit Care)
  • Current Reviews in Musculoskeletal Medicine
  • Diabetes Therapy
  • European Journal of Pain (Eur J Pain)
  • European Journal of Pediatrics
  • European Spine Journal.
  • Experimental Diabetes Research
  • Foot and Ankle Specialist
  • Health and Quality of Life Outcomes (Health Qual Life Outcomes)
  • Health and Social Service Journal (Health Soc Serv J)
  • Health Statistics Quarterly (Health Stat Q)
  • Hong Kong Physiotherapy Journal – English
  • Indian Journal of Chest Diseases and Allied Sciences (Indian JChest Dis Allied Sci)
  • Indian Journal of Community Medicine (India)
  • Indian Journal of Medical Research
  • Indian Journal of Pediatrics
  • Indian Journal of Physiotherapy & Occupational Therapy
  • Injury (International Journal of the Care of the Injured)
  • Integrated Blood Pressure Control (Integr Blood Press Control)
  • International Journal of Adolescent Medicine and Health
  • International Journal of Medical Sciences.
  • International Journal of Pediatrics.
  • International Journal of Quality in Health Care
  • International Journal of Rehabilitation Research(official Journal of the European Federation for Research in Rehabilitation)
  • International Journal of Sports Physical Therapy (Int JSports Phys Ther)
  • International Journal of Stroke (Int JStroke)
  • International Journal of Therapy and Rehabilitation (Int J Ther Rehabil)
  • International Journal of Women’s Health.
  • International Journal of Yoga (Int J Yoga)
  • International Journal of Yoga Therapy (Int J Yoga Therap)
  • International Osteoporosis
  • International Quarterly of Community Health Education
  • ISRN Pediatrics (International Scholarly Research Network)
  • Journal of Aging and Physical Activity
  • Journal of Aging Research
  • Journal of Applied Physiology J Appl Physiol
  • Journal of Association of Chartered Society of Womens’ Health
  • Journal of Athletic Training
  • Journal of Back and Musculoskeletal Rehabilitation
  • Journal of Biomechanics (J Biomech)
  • Journal of Brachial Plexus and Peripheral Nerve Injury
  • Journal of Cardiopulmonary Rehabilitation and Prevention
  • Journal of Chronic Obstructive Pulmonary Disease
  • Journal of Clinical Neuromuscular Disease (J Clin Neuromuscul Dis)
  • Journal of Community Health
  • Journal of Exercise Physiology Online (J Exerc Physiol Online)
  • Journal of Foot and Ankle Research
  • Journal of Geriatric Physiotherapy
  • Journal of Manipulative and Physiological Therapeutics (J Manipulative Physiol Ther)
  • Journal of Manual and Manipulative Therapy (J Man Manip Ther)
  • Journal of Medical Sciences
  • Journal of Multidisciplinary Healthcare (J Multidiscip Healthc)
  • Journal of Musculoskeletal Pain (J MusculoskeletPain)
  • Journal Of Neurologic Physical Therapy (Neurology report)
  • Journal of Obesity
  • Journal of Occupational Rehabilitation
  • Journal of Orthopaedic and Sports Physical Therapy (J Orthop Sports Phys Ther)
  • Journal of Osteoporosis.
  • Journal of Pain (JPain)
  • Journal of Pain Management (JPain Manag)
  • Journal of Pain Research (JPain Res)
  • Journal of Pediatric Rehabilitation Medicine.
  • Journal of Physical Therapy ISSN: 2079-0015 Online 2079-9209
  • Journal of Physical Therapy Science – English version
  • Journal of Physiotherapy – Australian Physiotherapy Association (J Physiother)
  • Journal of Rehabilitation Medicine (J Rehabil Med)
  • Journal of Rehabilitation Research and Development (J Rehabil Res Dev)
  • Journal of Spinal Cord Medicine.
  • Journal of Spinal Disorders (J Spinal Disord)
  • Journal of Spine (JSpine)
  • Journal of Sport Rehabilitation
  • Journal of Sports Science and Medicine (J Sports Sci Med)
  • Journal of Sports Sciences
  • Journal of Women and Aging
  • Journal of Women’s Health
  • Journal of Women’s Health Physical Therapy (J Womens Health Phys Therap)
  • Lancet(Lancet)
  • Lung India (Lung India)
  • Manual Therapy (Man Ther)
  • Medicine and Sport Science
  • MS in Focus (MS in focus)
  • Neurointervention
  • Neurotherapeutics
  • New Zealand Journal of Physiotherapy
  • Obesity Facts (The European Journal Of Obesity)
  • Open Sports Sciences Journal (OpenSports Sci J)
  • Osteoporosis International
  • Pain
  • Pain Clinical Updates
  • Pain Management (PainManag)
  • Pain Research & Treatment (PainRes Treat)
  • Paraplegia
  • Parkinson’s disease.
  • Pediatric Obesity
  • Pediatric Physical Therapy (Pediatr Phys Ther)
  • Pediatric Rehabilitation
  • Physical and Occupational Therapy in Pediatrics. (Phys Occup Ther Pediatr)
  • Physical medicine and Rehabilitation
  • Physical Therapy (Phys Ther) (APTA)
  • Physical Therapy Review (Phys Ther Rev)
  • Physician and Sports Medicine
  • Physiotherapy – Journal of the Chartered Society of Physiotherapy
  • Physiotherapy (Physiotherapy – Journal of the Indian Association of Physiotherapists)
  • Physiotherapy Canada (Physiother Can)
  • Physiotherapy Frontline
  • Physiotherapy Research International (Physiother Res Int)
  • Physiotherapy Review (Physiotherap Rev)
  • Physiotherapy Theory and Practice (Physiother Theory Pract)
  • Primary Care Diabetes
  • Primary care Respiratory Journal
  • Rehab Management
  • Rehabilitation Research and Practice
  • Research in Sports Medicine (ResSports Med)
  • Respiratory Research ( Res.)
  • Rheumatology
  • Scoliosis
  • SMARTT (Sports Medicine Arthroscopy Rehabilitation Therapy and Technology)
  • Spinal Cord
  • Spine (Spine)
  • Spine Journal (SpineJ)
  • Sport Journal
  • Sports Health
  • Stroke
  • Stroke Research & Treatment (StrokeRes Treat)
  • Synapse
  • The Internet Journal of Allied Health Sciences and Practice (IJAHSP)
  • The Open Respiratory Medicine Journal
  • Therapeutic Advances in Musculoskeletal Disease
  • Women and Therapy

Journal indexed by SCOPUS

  • ACSM’s Health and Fitness Journal.
  • Acute Pain
  • Advances in Medical Sciences
  • American Journal of Physical Therapy and Rehabilitation
  • Archives of Osteoporosis
  • Biology of Sport
  • Canadian Journal of Respiratory Therapy
  • Clinical Journal of Sports Medicine
  • Clinical Rehabilitation
  • European Journal of Pain Supplements
  • European Journal of Sport Science
  • European Review of Aging and Physical Activity.
  • Exercise and Sport Sciences Reviews
  • Family and Community Health
  • Foot and Ankle Clinics
  • Foot and Ankle International
  • International Journal of Adolescence and Youth
  • International Journal of Diabetes in Developing Countries
  • International Journal of Physiotherapy and Rehabilitation
  • Journal of Exercise Science and Fitness
  • Journal of Men’s Health.
  • Journal of Musculoskeletal Research
  • Journal of Strength and Conditioning Research
  • Journal of Stroke and Cerebrovascular Disease
  • Medicine and Science in Sports and Exercise
  • Neurorehabilitation and Neural Repair.
  • Obesity and Weight Management
  • Obesity Research and Clinical Practice
  • Online Journal of Health and Allied Sciences
  • Pain Research and Management
  • Physical and Occupational Health in Geriatrics
  • Physiotherapy Singapore
  • Sports Biomechanics (International Society of Biomechanics in Sports)
  • Sports Medicine and Arthroscopy Review
  • Strength and Conditioning Journal
  • The Foot
  • The Journal of Head Trauma Rehabilitation
  • The Open Pain Journal

 

Journal indexed by MEDLINE

  • Adapted Physical Activity Quarterly
  • American Journal of Sports Medicine
  • Brain Injury
  • Clinics in Chest Medicine
  • Clinics in Sports Medicine
  • Developmental Neurorehabilitation
  • Diabetes Research and Clinical Practice
  • Disability and Rehabilitation
  • Disability and Rehabilitation Assistive Technology
  • Ergonomics
  • European Journal of Physical and Rehabilitation Medicine
  • Expert Review of Cardiovascular Therapy
  • Gait and Posture
  • Health Care for Women International
  • Healthcare for Women International
  • Hip International
  • Hong Kong Medical Journal
  • Human Movement Science
  • Human Movement Science
  • Indian Journal of Medical Sciences
  • Injury Prevention
  • International Journal of Health Care Quality Assurance
  • International Journal of Injury Prevention and Safety Promotion
  • International Journal of Obesity
  • International Journal of Pediatric Obesity
  • International Journal of Sports Medicine
  • International Journal of Sports Physiology and Performance
  • Joint Bone Spine
  • Journal of Adolescence
  • Journal of Adolescent Health
  • Journal of Aging and Health
  • Journal of Diabetes and its Complications
  • Journal of Electromyography and Kinesiology.
  • Journal of Pain and Symptom Management
  • Journal of Pain and Symptom Management.
  • Journal of Pediatric Health Care.
  • Journal of Pediatrics and Child Health
  • Journal of Prevention and Intervention in the Community
  • Journal of Sports Medicine and Physical Fitness
  • Movement Disorders
  • Multiple Sclerosis Journal
  • Musculoskeletal Care
  • Neuromuscular Disorders
  • Neurorehabilitation
  • Neurorehabilitation and Neural Repair
  • Obesity
  • Pain Medicine
  • Pain Practice
  • Pediatrics International
  • Physical Medicine and Rehabilitation Clinics of North America
  • Physical Therapy (Phys Ther)
  • Physical Therapy in Sport (Phys Ther Sport)
  • Research Quarterly for Exercise and Sports
  • Scandinavian Journal of Medicine and Science in Sports
  • Sports Medicine
  • The Knee
  • Topics in Stroke Rehabilitation
  • Women and Health
  • Women’s Health Issues

 

Journal indexed by EMBASE

  • British Journal of Diabetes and Vascular Disease
  • Current Pediatrics Research
  • Current Women’s Health Reviews
  • Hong Kong Journal of Pediatrics
  • International Journal of Chronic Obstructive Pulmonary Disease (Int J Chron Obstruct Pulmon Dis)
  • Journal of Hand Therapy
  • Journal of Human Kinetics
  • Motor Control
  • Neurological Sciences
  • Open Pain Journal
  • Pediatric Exercise Science
  • Scandinavian Journal of Pain
  • Science and Sports
  • Science and Sports
  • The Foot (The International Journal of Clinical Foot Science)
  • Topics in Spinal Cord Injury Rehabilitation

Journal indexed by CINHAL

  • American Journal of Physical Medicine and Rehabilitation
  • Athletic Training and Sports Health Care: The Journal for Practicing Clinicians
  • Canadian Journal of Diabetes
  • Cardiopulmonary Physical Therapy Journal
  • Clinical Medicine Insights: Pediatrics
  • Clinical Medicine Insights: Women’s Health
  • Fitness and Performance Journal
  • Hand Therapy
  • Healthy Ageing and Clinical Care in Elderly
  • International Journal of Athletic Therapy and Training
  • International Journal of Child and Adolescent Health
  • International Journal of Child Health and Human Development
  • International Journal of Disability and Human Development
  • International Journal of Therapy and Rehabilitation (Old Title: British Journal of Therapy and Rehabilitation
  • International SportMed Journal
  • Isokinetics and Exercise Science
  • Journal of Applied Biomechanics
  • Journal of Applied Gerontology
  • Journal of Hand Therapy
  • Journal Of Head Trauma Rehabilitation
  • Physical Therapy Reviews

Not on Pub Med:

  1. Athletic Training Education Journal
  2. Clinical Journal of Pain for Healthcare Professionals and Patients
  3. Clinical Pediatrics
  4. Current Sports Medicine Reports
  5. Current Sports Medicine Reports (Curr Sports Med Rep)
  6. Diabetes Care
  7. Disability, CBR and Inclusive Development
  8. Geriatrics
  9. International Journal of Men’s Health
  10. Journal of Yoga & Physical Therapy
  11. Multidisciplinary Association of Spinal Cord Injury Professionals
  12. Physical Therapy in Sport
  13. Physician and Sports Medicine Online
  14. Physioscience(Germany)
  15. Physiotherapy Singapore
  16. Physical and Occupational Therapy in Geriatrics
  17. Topics in Geriatric Rehabilitation

Kindly refer for more journals & details on Pub Med, Medline, Cochrane & on other sites for Indexed Journals & Free journals to India.

109 60 11.2

Databases:

  1. Pubmed
  2. Medline
  3. SCOPUS
  4. CINHAL
  5. EMBASE
  6. SPORTdiscus
  7. Sciencedirect

Harvard Guide to Using Sources: How to Avoid Plagiarism

Posted on by GajananBhalerao

Author of article:

DR. GAJANAN BHALERAO (PT), PhD Scholor, MPTH NEURO, Certified Adult NDT therapist. HOD Physiotherapy & Rehabilitation Dept in Sancheti Hospital Shivajinagar Pune

Associate Professor & HOD  PT in Neuro Rehabilitation  DEPT at Sancheti Institute College of Physiotherapy, Shivajinagar Pune

Maharashtra University of health Sciences Nashik had organised the 7 days Research methodology course  at Nashik from 16/04/2015- 22/04/2015. In the workshop we  been stressed on to avoid plagiarism during research article writing. So some of the PhD scholar of workshop Ashwin Jawdekar  PhD Scholar (Community Medicine)  TNMC Mumbai  shared the link of Harvard Guide to Using Sources:How to Avoid Plagiarism. I liked the information so sharing with you all.

In the google group Dr. Prathamesh Kamble, B J Government Medical college, Pune  said that , -I have gone through the article. What I understood NEW about the plagiarism is ‘ it is not only taking over the written words of another but also ideas, methods, explanations, theory, a conclusion, a hypothesis, a metaphor, image or, anything of this sort without acknowledgment and with the intention that they be taken as the work of the deceiver.”

How to avoid it:

  • ALWAYS acknowledge the contributions of others and the source of his/her ideas.
  • Any verbatim text taken from another author must be enclosed in quotation marks.
  • patchwriting or paraphragiarism: Copying a portion of text from one or more sources, inserting and/or deleting some of the words, or substituting some words with synonyms, but never giving credit to its author nor enclosing the verbatim material in quotation marks, is also a type of plagiarism. This also should be avoided.
  •  Whether we are paraphrasing or summarizing, condensing, in our own words we must always identify the source of our information.
  • When summarizing or condensing others’ work we must not tamper the exact meaning of the other author’s ideas or facts.
  • While summarizing or condensing we must have a thorough understanding of the ideas and terminology being used.
  • It is our ethical responsibility to readers, and to the author/s from whom s/he is borrowing, to respect.

Thank u for ur initiative and then this enlightenment.

I m herewith attaching the file ‘Harvard Guide to Using Sources:How to Avoid Plagiarism.’ This article has more  practical points to avoid plagiarism, specially for those who are about to start the research, as in the case with everyone of us. I ve also highlighted, underlined and colored the points which I think are important.

I request everyone to plz go through it and lets have your views and discussions.

I also want to add here, that after the discussion with faculties and the colleagues during the workshop, I have started using ‘Mendeley desktop software’ for literature review and reference manager. I think this is very good software which can help us to avoid plagiarism as discussed in the article I have attached.

For Details please click here – Harvard Guide; How to avoid plagiarism

for web site -http://isites.harvard.edu/icb/icb.do?keyword=k70847&pageid=icb.page342057