Comparison of Group-based Outpatient Physiotherapy With Usual Care After Total Knee Replacement: a Feasibility Study For a Randomized Controlled Trial

Objective: To evaluate the feasibility of conducting a randomized controlled trial comparing group-based outpatient physiotherapy with usual care in patients following total knee replacement. Design: A feasibility study for a randomized controlled trial. Setting: One secondary-care hospital orthopaedic centre, Bristol, UK. Participants: A total of 46 participants undergoing primary total knee replacement. Interventions: The intervention group were offered six group-based exercise sessions after surgery. The usual care group received standard postoperative care. Participants were not blinded to group allocation. Outcome measures: Feasibility was assessed by recruitment, reasons for non-participation, attendance, and completion rates of study questionnaires that included the Lower Extremity Functional Scale and Knee Injury and Osteoarthritis Outcome Score. Results: Recruitment rate was 37%. Five patients withdrew or were no longer eligible to participate. Intervention attendance was high (73%) and 84% of group participants reported they were ‘very satisfied’ with the exercises. Return of study questionnaires at six months was lower in the usual care (75%) than in the intervention group (100%). Mean (standard deviation) Lower Extremity Functional Scale scores at six months were 45.0 (20.8) in the usual care and 57.8 (15.2) in the intervention groups. Conclusion: Recruitment and retention of participants in this feasibility study was good. Group-based physiotherapy was acceptable to participants. Questionnaire return rates were lower in the usual care group, but might be enhanced by telephone follow-up. The Lower Extremity Functional Scale had high responsiveness and completion rates. Using this outcome measure, 256 participants would be required in a full-scale randomized controlled trial.

The Contemporary Group, April 21, 1968

Concert program for The Contemporary Group, April 21, 1968

The Contemporary Group, May 28, 1969

Concert program for The Contemporary Group, May 28, 1969

The Contemporary Group, November 29, 1967

Concert program for The Contemporary Group, November 29, 1967

The Contemporary Group, October 18, 1972

Concert program for The Contemporary Group, October 18, 1972

The Contemporary Group, February 14, 1973

Concert program for The Contemporary Group, February 14, 1973

The Contemporary Group, April 18, 1973

Concert program for The Contemporary Group, April 18, 1973

The Contemporary Group, April 24, 1974

Contemporary Group, April 24, 1974

The Contemporary Group Program Notes, May 15, 1974

Concert program for The Contemporary Group Program Notes, May 15, 1974

Micromorphology of the labellum and structure of the osmophore in a group of closely related species of the sexually deceptive Orchid genus Ophrys (orchidaceae)

Tese de doutoramento, Biologia (Biologia Celular), Universidade de Lisboa, Faculdade de Ciências, 2016

The Studio Jazz Ensemble, The Western Washington State University Workshop Band, The University of Washington Contemporary Group Jazz Ensemble November 23, 1977

Concert program for Studio Jazz Ensemble, Western Washington State University Workshop Band, The University of Washington Contemporary Group Jazz EnsembleNovember 23, 1977

The Contemporary Group, October 24, 1979

Concert program for The Contemporary Group, October 24, 1979

The Contemporary Group, May 1, 1985

Concert program for The Contemporary Group, May 1, 1985

Fairness in assessing group projects: a conceptual framework for higher education

Group projects form a large and possibly growing component of the work undertaken for assessing students in higher education, and especially in post-graduate work in business. Yet the assessments sources, methods and purposes result in an array of combinations that the literature fails to capture in its full complexity. Tutors may be able to assess the work of the group as well as they might the work of any individual. But grades - and degrees - are awarded to individuals. Writers on higher education speak of using self- and peer-assessment as a way of qualifying the evaluation of group work so as to differentiate between individuals. But these commonly used terms - drawn from approaches to assessing individual work - are ambiguous or even misleading in the context of group work. This paper proposes a framework for discussing the assessment of group projects in an effort to help identify how the benefits of group learning and be translated into fairer summative assessments.

The Contemporary Group, February 12 and 13 , 1975

Concert program for The Contemporary Group, February 12 and 13, 1975