Centre for Physiotherapy Research, University of Otago, Dunedin, New Zealand.
Phys Ther Sport. 2012 Nov;13(4):209-13. doi: 10.1016/j.ptsp.2011.10.004. Epub 2011 Dec 19.
To investigate physical therapy students' understanding of the concept of rest following a sport concussion and to ascertain if this understanding changes following a lecture based on current best practice concussion knowledge.
Pre-post observational survey.
University classroom setting.
A cohort of 118 (40 male, 78 female) physical therapy students participating in volunteer sports medic training.
Participants provided 320 (pre) and 350 (post) responses depicting activities which should be restricted following a concussion. The responses were classified into three rest-related categories: 'Physical rest', 'Cognitive rest' and 'Mixed' (a combination of physical and cognitive rest). Pre-lecture, approximately 74% of the student's responses were categorized as Physical rest, and 25% under Mixed. There was a shift in the response pattern post-lecture, with 96% of the responses falling in the Mixed category.
The results of the study highlight a lack of understanding of the concept of cognitive rest in concussion management among trainee sport medics. The need for wider dissemination of this concept as recommended by the recent consensus statement on sports concussion is indicated.
调查运动性脑震荡后物理治疗专业学生对休息概念的理解，并确定基于当前最佳实践脑震荡知识的讲座是否会改变这种理解。
前后观测性调查。
大学教室环境。
118 名（40 名男性，78 名女性）参与志愿运动医学培训的物理治疗专业学生。
参与者提供了 320 次（前）和 350 次（后）的回答，描述了脑震荡后应限制的活动。这些回答分为三个与休息相关的类别：“身体休息”、“认知休息”和“混合”（身体和认知休息的组合）。在讲座前，大约 74%的学生的回答被归类为身体休息，25%的回答被归类为混合。讲座后，回答模式发生了转变，96%的回答属于混合类别。
研究结果强调了在运动性脑震荡管理中，受训运动医学专业学生对认知休息概念理解不足。需要更广泛地传播这一概念，正如最近关于运动性脑震荡的共识声明所建议的那样。
