Design of a myofascial therapy protocol for the treatment of hemophilic arthropathy of the knee and ankle

Hemophilic arthropathy limits daily life activities of patients with hemophilia, presenting with clinical manifestations such as chronic pain, limited mobility, or muscular atrophy. Although physical therapy is considered essential for these patients, few clinical studies have demonstrated the efficacy and safety of the various physiotherapy techniques. Physical therapy may be useful for treating hemophilic arthropathy by applying safe and effective techniques. However, it is necessary to create protocols for possible treatments to avoid the risk of bleeding in these patients. This article describes the musculoskeletal pathology of hemophilic arthropathy and characteristics of fascial therapy. This systematic protocol for treatment by fascial therapy of knee and ankle arthropathy in patients with hemophilia provides an analysis of the techniques that, depending on their purpose and methodology, can be used in these patients. Similarly, the protocol's applicability is analyzed and the steps to be followed in future research studies are described. Fascial therapy is a promising physiotherapy technique for treating fascial tissue and joint contractures in patients with hemophilic arthropathy. More research is needed to assess the efficacy and safety of this intervention in patients with hemophilia, particularly with randomized multicenter clinical trials

The role of information literacy competence and higher order thinking skills to develop academic writing in science and engineering students

This article discusses a study organized to develop academic writing skills in undergraduate students pursuing engineering courses. The target group consisted of 30 students pursuing a Bachelor of Technology in their third year. The classroom observations regarding teaching writing revealed that writing proficiency for most of the students was at a very low level. Followed by this, an intervention program was organized in one college, where the researcher taught academic writing to the students. Units comprising tasks that focused on raising awareness of the academic texts and involving the students in the cognitive processes of writing were designed. The study focused on raising student awareness regarding the nature and characteristics of academic texts in order to develop academic writing skills. The study also emphasized that involving the students in the cognitive processes of writing (e.g., defining the rhetorical problem, identifying the rhetorical situation, determining the audience, setting goals for writing, planning for the text by generating, and organizing ideas) is necessary. The study further suggests that discussions between students and teachers regarding the construction of a text and the way language works in various text types facilitates better writing.