Satış Serap, Erdem Celal
Physical Medicine and Rehabilitation, Harran University Faculty of Medicine, Şanlıurfa, TUR.
Physical Medicine and Rehabilitation, Harran University Hospital, Şanlıurfa, TUR.
Cureus. 2020 Feb 14;12(2):e6988. doi: 10.7759/cureus.6988.
Objective This study was designed to identify the amount of time and number of repetitions needed to explain a home exercise program recommended for most of our patients, as well as to gauge how many items patients managed to remember at their 15-day follow-up. We also considered whether the learning method had any effect on these results. Methods Sixty-two patients with mechanical knee pain who were admitted to our clinic were included in this study. Patients were categorized into the following three groups: group 1 with a dominant physical learning style, group 2 with a dominant auditory learning style, and group 3 with a dominant visual learning style. Heel slide, quadriceps isometric, quadriceps stretching, adductor isometric, abductor isometric, and quadriceps isotonic exercises were explained and demonstrated to all patients by the same physiotherapist, and the required time (in seconds) and repeats of exercises until the patients learned them were recorded. Remembered/forgotten exercises at the follow-up, which occurred 15 days later, were identified. Results A statistically significant difference was observed between groups in terms of how many seconds were needed for learning the quadriceps isometric exercises (p: 0.042). In the inter-group comparison, the difference was significant when groups 2 and 3 were compared (p: 0.046). There was a significant difference between groups in terms of how many repeats were needed for learning heel sliding (p: 0.000). Moreover, there was a significant difference between group 3 and groups 1 and 2 in the inter-group comparison (p: 0.000, p: 0.000). There was also a significant difference between groups in terms of recalling the adductor isometric exercises. Patients in group 2 were able to fully recall all these exercises. Conclusion It was found that the quadriceps isometric, heel slide, and adductor isometric exercises were more quickly learned, while the quadriceps stretching exercise was forgotten. We concluded that learning style is not highly important in exercise learning or recall.
目的 本研究旨在确定向大多数患者推荐的家庭锻炼计划所需的讲解时间和重复次数，以及评估患者在15天随访时记住的项目数量。我们还考虑了学习方法是否对这些结果有任何影响。方法 本研究纳入了62例因机械性膝关节疼痛入住我们诊所的患者。患者被分为以下三组：第1组以身体学习方式为主，第2组以听觉学习方式为主，第3组以视觉学习方式为主。同一名物理治疗师向所有患者讲解并演示了足跟滑动、股四头肌等长收缩、股四头肌拉伸、内收肌等长收缩、外展肌等长收缩和股四头肌等张收缩练习，并记录患者学会这些练习所需的时间（以秒为单位）和练习次数。确定15天后随访时记住/忘记的练习。结果 在学习股四头肌等长收缩练习所需的秒数方面，各小组之间存在统计学显著差异（p：0.042）。在组间比较中，第2组和第3组比较时差异显著（p：0.046）。在学习足跟滑动所需的重复次数方面，各小组之间存在显著差异（p：0.000）。此外，在组间比较中，第3组与第1组和第2组之间存在显著差异（p：0.000，p：0.000）。在回忆内收肌等长收缩练习方面，各小组之间也存在显著差异。第2组的患者能够完全回忆起所有这些练习。结论 发现股四头肌等长收缩、足跟滑动和内收肌等长收缩练习学得更快，而股四头肌拉伸练习被遗忘。我们得出结论，学习方式在运动学习或回忆中不是非常重要。
