Bruce Greenfield | Emory University (original) (raw)

Papers by Bruce Greenfield

Physical therapy, Jun 1, 2015

This perspective article provides a justification for and an overview of the use of narrative as ... more This perspective article provides a justification for and an overview of the use of narrative as a pedagogical tool for educators to help physical therapist students, residents, and clinicians develop skills of reflection and reflexivity in clinical practice. The use of narratives is a pedagogical approach that provides a reflective and interpretive framework for analyzing and making sense of texts, stories, and other experiences within learning environments. This article describes reflection as a well-established method to support critical analysis of clinical experiences; to assist in uncovering different perspectives of patients, families, and health care professionals involved in patient care; and to broaden the epistemological basis (ie, sources of knowledge) for clinical practice. The article begins by examining how phronetic (ie, practical and contextual) knowledge and ethical knowledge are used in physical therapy to contribute to evidence-based practice. Narrative is explored as a source of phronetic and ethical knowledge that is complementary but irreducible to traditional objective and empirical knowledge-the type of clinical knowledge that forms the basis of scientific training. The central premise is that writing narratives is a cognitive skill that should be learned and practiced to develop critical reflection for expert practice. The article weaves theory with practical application and strategies to foster narrative in education and practice. The final section of the article describes the authors' experiences with examples of integrating the tools of narrative into an educational program, into physical therapist residency programs, and into a clinical practice.

Isokinetics and Exercise Science, Oct 1, 1991

This study investigated intratester, intertester, and intrasubject reliability, within and betwee... more This study investigated intratester, intertester, and intrasubject reliability, within and between two test sessions, of reciprocal contractions of the quadriceps and hamstrings at gOO/sec and 200o/sec in healthy individuals. The MERAC (Muscular Evaluation Rehabilitation and Conditioning, Universal Corporation, Cedar Rapids, IA) was used to test the dominant lower extremity of 33 healthy subjects who attended two test sessions scheduled two weeks apart. For each observation, the subject performed four submaximal and three maximal warm-up reciprocal contractions prior to three maximal test contractions of reciprocal, knee flexion, and extension at each speed. Three observations occurred per test session, one by one examiner and two by a second examiner. The order of examiners and speeds was random. The variables of peak torque, average work, and average

Journal of Physical Therapy Education, 2008

Background and Purpose. The purposes of this paper are to 1) describe common genetic ethical, leg... more Background and Purpose. The purposes of this paper are to 1) describe common genetic ethical, legal, and social issues that physical therapists may encounter in their professional lives, and 2) to describe the educational implications of genetic ethical, legal, and social issues as they relate to the following questions: Do genetics define a new bioethics or do well-established ethical principles and ethical approaches associated with health care professionals apply to genetic problems? What competencies listed by the National Coalition for Health Professional Education in Genetics (NCHPEG) related to ethical, legal, and social issues should be taught? What planning and integration of pedagogical strategies do we recommend to effectively teach this material? Position and Rationale. The completion of the Human Genome Project (HGP) is accelerating the incorporation of genetics into mainstream medical practice. A recent position paper provided the rationale for genomics education for physical therapist students. One premise of that paper is that physical therapists will likely encounter an increasing number of patients with genetic-related conditions in their future practice and should have the knowledge, skill, and attitudes to effectively care for these patients. In this paper, we argue that, at the very least, physical therapists should be positioned to inform their patients about the benefits, risks, and alternatives to genetic testing, as well as help patients deal with the many ethical, legal, and social issues that could be encountered as a result of genetic testing. Discussion and Recommendations. We adopt the following position in this paper: 1) Genetic ethical, legal, and social issues should be integrated into preexisting courses (ie, bioethics and ethics/jurisprudence courses and courses that address the application of genomics to practice) and threaded into existing or new cased-based discussions. 2) Competencies outlined by NCHPEG list certain attitudes, knowledge, and skills that may serve as the basis of learning objectives for ethical, legal, and social issues. 3) Case-based ethics, including narratives and simulated patient cases, would be particularly effective in directly involving students in ethical reflection and consequent emotional responses, as well as problem solving associated with complex genetic ethical, legal, and social issues. 4) Ethical, legal, and social issues should be integrated early and throughout the professional educational curriculum and be taught, if possible, by physical therapist educators. Key Words: Genomics; Genetic education; Ethical, legal, and social issues; Genetic core competencies. INTRODUCTION The Human Genome Project (HGP) began in 1990 as a multicenter initiative with a number of goals, including sequencing and mapping all of the deoxyribonucleic acid (DNA) in humans. Since the completion of HGP in 2003, the incorporation of the diagnostic and therapeutic benefits of genetics1 (the science of genes, heredity, and the variation of organisms) into the mainstream of medical practice has accelerated. Some of the benefits to medical practice as a whole, however, present individuals with difficult choices about genetic screening and testing, thereby challenging health care professionals to offer guidance. In recognition of such needs, the National Coalition for Health Professional Education in Genetics2 (NCHPEG) which represents more that 140 health-related organizations including the American Medical Association (AMA), the American Nursing Association (ANA), and the American Physical Therapy Association (APTA), has identified a set of core competencies necessary for all health care professionals. In line with NCHPEG's initiatives, a recent position paper provided the rationale for genomics education for both practicing physical therapists and physical therapist students.3 Major points in the paper included: 1) Physical therapists, like all health care professionals, will likely encounter an increasing number of patients with genetic conditions and should have the knowledge, skills, and attitudes to care effectively for these patients. …

Journal of Physical Therapy Education, 2008

During the World Conference of Physiotherapy held last summer in Vancouver, British Columbia, I h... more During the World Conference of Physiotherapy held last summer in Vancouver, British Columbia, I had the opportunity to participate in a panel discussion about the role of genetics in the future practice of physical therapy. In light of the recent mapping and sequencing of the human genome and its implications for rehabilitation and the practice of physical therapy, my specific role was to address the implications and strategies of genetic education for the physical therapy profession. Although the audience members asked many interesting questions, one particular question continues to resonate with me. A member of the audience who identified herself as a physical therapist educator asked, "Given the amount of content we have to cover in a student's professional training, and the constraints of curricular space, is teaching genetics really a priority in physical therapist education at this point in time?" In retrospect, I have come to appreciate the significance of this question for the education of future physical therapists. If we should, as Steve Wolf said in his Thirty-Third Mary McMillan Lecture, "keep pace with contemporary and clinical pursuits," how do we determine what pursuits are worth integrating into our already crowded curricular space? Part of the answer to this question, I have come to conclude, should be predicated upon a constant reassessment of who we are, what we do, and how we want to practice as professionals in the present and future balanced with the possibilities that are presented by new and evolving scientific and clinical discoveries. More precisely, what criteria should we as educators use to judge what avenues of knowledge and skills are significant if physical therapists are to promote advances in clinical practice? Core and consensus documents of the American Physical Therapy Association (APTA), including the Vision 2020 Statement,2 have determined that physical therapists that are doctors of physical therapy should be autonomous practitioners of choice in the prevention, diagnosis, and treatment of patients with impairments in movement. Leaders in our profession such as Helen Hislop,3 and more recently Shirley Sahrmann,4 have provided theoretical models that describe movement impairment to explain the affect of physical therapy intervention at the cellular, tissue, organ, and whole-person levels. If we are, in fact, experts in the diagnosis and restoration of movement impairments, then it follows that we should be concerned with all possibilities that explicate interventions capable of influencing normal homeostatic movement on body structure (ie, cellular, tissue), body activity, and body participation in social tasks. Our patients would expect nothing less. The mapping of the human genome and subsequent discoveries of the genetic basis of many diseases has the potential to revolutionize our understanding and current approaches to health and health care -particularly in the field of physical therapy. Steve Wolf1 writes about the possibilities of genetics for physical therapy: Embracing the discoveries contained within molecules and genes affords an entirely new playing field to view impairments and how the impact of our current and as yet to be discovered interventions can be evaluated and quantified. If we are not prepared to meet the exciting interfaces between these emerging sciences and restoration of normal movement, then certainly someone else will. …

Journal of Physical Therapy Education, 2012

Background and Purpose. In recent years, the development of assistive technologies in rehabilitat... more Background and Purpose. In recent years, the development of assistive technologies in rehabilitation has outpaced considered ethical reflection about their application. The use of assistive technologies raises both ethical issues and values conflicts in terms of education, accessibility, and patient/client preferred values, beliefs, and goals. The purpose of this position paper is two fold: (1) to discuss the various aspects of assistive technology (AT) in terms of patient/client care, ethics and values conflicts, and influential factors, and (2) examine curricular implications and applications with patient/client care in physical therapy professional education. Position and Rationale. Due to the many factors influencing AT use, clinicians and students need to think carefully and deeply about the interface of certain technologies for patients/clients with chronic conditions. The ethical principles of autonomy, social justice, and the phenomenological meaning of AT for patients/clients and their families must be taken into account by rehabilitation professionals. With recent technological advances of AT, the authors consider the need for faculty to explore, within the curricula, the ethical implications of technological applications for patient/client care and the integration of AT into PT education programs. Discussion and Conclusions. Several national organizations and governmental agencies have begun to address the numerous aspects of AT utility, access, and denial. Emerging clinical research continues to promote the clinical and environmental impact of AT for provider care and patient/client rehabilitation. Yet, in the 21st century, not all AT access is equal or desired in patient/client populations. As educators prepare health care providers for the 21st century in the United States, the time has come to re‐examine implications of contemporary AT for physical therapy education, focusing on the issues of ethical and social justice. The authors address the need for expanded interprofessional collaboration to ensure the full spectrum of ethical use and safe application of assistive technology in patient/client rehabilitation.

Journal of Physical Therapy Education, 2009

Background and Purpose. Theory has been strongly embraced in physical therapy curricula to inform... more Background and Purpose. Theory has been strongly embraced in physical therapy curricula to inform practice. As such, including ethical theory in courses related to ethics or professionalism would seem to be unproblematic; however, many have debated the extent and depth to which ethical theory should be introduced to physical therapist students. Part of this debate centers on the esoteric content of ethical theory and disagreements over how much ethical “wisdom” physical therapists need to have to be able to make sound ethical decisions. This paper reviews the debate about the role of ethical theory for professional ethics education and urges its greater curricular appreciation and implementation. Position and Rationale. The authors argue that students can benefit greatly from a limited exposure to formal ethical theory. The authors show how such an exposure can not only deepen moral insight (beyond what might be offered in a course that restricts itself to a review of the law and practice acts) but also enable professionals to explain their moral beliefs or pronouncements with greater confidence and insight. Discussion and Conclusions. The background and significance of moral education for physical therapists is reviewed. The nature of ethical theory is discussed and its pros and cons are reviewed with respect to health care education in ethics. The discussion ends with an advocacy for the use of ethical theory linked to casebased moral dilemmas to improve ethical decision‐making and insight.

Journal of Orthopaedic & Sports Physical Therapy, May 1, 1992

o r over 20 years, the literature has demonstrated widespread use of isokinetics, both for nieasu... more o r over 20 years, the literature has demonstrated widespread use of isokinetics, both for nieasurement of strength (1, 5-7, 1.5, 1 7, 19, 22, 24) and for exercise to improve torque production of various niuscle groups (3, 10, 1 1, 22, 24). lsokinetic (IKN) exercise, in which the speed is constant, is thought to be totally accommodating to the individual because the resistance varies at each point in the range of motion (ROM) to match the force applied (2, 16). T h e major advantage of this fixed-speed, variable resistance exercise is that maximum resistance can be applied throughout the ROIM, provided the effort is maximum (2, 14). Other advantages are that I KN exercise accommodates to pain and fatigue and that speeds can be increased o r decreased depending on clinical needs (2). Isokinetic exercise has been shown to be an effective means of increasing "strength" o r torque output. Lesme et al (1 1) studied the effects of short (6-second) and long (SO-second) burst exercise at 1 8 0°/ sec on the knee extensors of both limbs of five healthy males. After 7 Exercise protocols designed to improve muscle function and athletic performance are continually developed and revised, often without published research supporting their efficacy. This study compared the effects of isokinetic (IKN) and accommodative isotonic training in the individualized, dynamic, variable resistance (IDVR) mode. Twenty-seven teenage baseball players were tested isokinetically for dominant shoulder rotational peak torque and power and for throwing velocity. They were then randomly assigned to 5 weeks of IKN training, IDVR training, or a control group of no training. Following the training period, pretest protocols were repeated. Analysis o i variance of differences in means and Newman-Keuls post hoc tests showed statistically significant increases in throwing velocity and external rotator torque in the IDVR group but not the IKN group. External rotator power improved in both groups. Internal rotator torque and power were not improved in either group. Results suggest that IDVR may be more effective than IKN training in improving throwing velocity and external rotator torque production. Clinicians should consider using IDVR protocols in improving shoulder muscle function and throwing performance.

Journal of Orthopaedic & Sports Physical Therapy, Sep 1, 1987

A review of the literature provides an abundance of information discussing the pathology and mana... more A review of the literature provides an abundance of information discussing the pathology and management of the painful, stiff shoulder. To the clinician, the treatment approach to shoulder dysfunction is confusing. The research demonstrates there are many different treatment regimes for the management of shoulder dysfunction, none of which indicate overwhelming success. Traditionally, the painful, stiff shoulder, commonly diagnosed as frozen shoulder, is assessed without consideration of the entire shoulder complex. The biomechanics of the shoulder complex must be re-evaluated before each treatment session to determine the appropriate course of treatment. This paper presents a treatment regime for the painful, stiff shoulder. The regime was developed with careful analysis of normal shoulder mechanics. J Ortho Sports Phys Ther 1987;9(3):118-126.

Journal of Bone and Joint Surgery, American Volume, Feb 1, 1993

One hundred and forty shoulders in 115 patients that had a diagnosis of traumatic or atraumatic r... more One hundred and forty shoulders in 115 patients that had a diagnosis of traumatic or atraumatic recurrent anterior, posterior, or multidirectional subluxation were treated with a specific set of muscle-strengthening exercises. Only twelve (16 per cent) of the seventy-four shoulders (sixty-eight patients) that had traumatic subluxation had a good or excellent result from the exercises, compared with fifty-three (80 per cent) of the sixty-six shoulders that had atraumatic subluxation. For this reason, each patient who has instability of the shoulder should be thoroughly evaluated if a successful result from conservative treatment is to be expected. Every effort must be made to identify the etiology of the instability through careful history-taking, physical examination, and radiographic evaluation.

Journal of Back and Musculoskeletal Rehabilitation, Oct 1, 1992

As new scientific information becomes available through basic and clinical research, recommended ... more As new scientific information becomes available through basic and clinical research, recommended treatments and drug therapies undergo changes. The author(s) and publisher have done everything possible to make this book accurate, up to date, and in accord with accepted standards at the time of publication. The author(s), editors, and publisher are not responsible for errors or omissions or for consequences from application of the book, and make no warranty, expressed or implied, in regard to the contents of the book. Any practice described in this book should be applied by the reader in accordance with professional standards of care used in regard to the unique circumstances that may apply in each situation. The reader is Foreword As we enter the new millennium, we pause for a moment to recognize that publication of Evaluation and Treatment of the Shoulder: An Integration of the Guide to Physical Therapist Practice marks the 15th anniversary of the Contemporary Perspectives in Rehabilitation series. Throughout this time, a consistent and conscientious effort has been made to present a variety of topics to rehabilitation specialists, clinicians, and students. Our texts have received recognition for their diversity and comprehensive informational formats. In all of the volumes in the CPR series, material is critically and consistently presented using a challenging and problem-solving approach, often through the incorporation of case studies, decision trees, and comprehensive tables. This approach was undertaken so that we could be ''contemporary.'' Clearly, within the past decade, multiple changes in health-care policy have impacted the circumstances under which rehabilitation is provided. Opinions about these changes have varied, with most professionals showing a multitude of emotions, ranging from ambiguity to recalcitrance to anger. Yet, one undeniable fact remains-the concept of contemporary has changed, or at least its fabric appears manufactured from a different fiber and design. What was once labeled clinical decision making has now been transformed into evidence-based practice; and while empiricism was at one time permitted to reign as the basis for evaluation and treatment, defined guidelines that speak to documentation and evidence are now prevalent. Against this background, the editors of this text on shoulder evaluation and treatment have brought together a unique combination of competence, skill, dedication, and friendship to carve a niche in contemporary physical therapy. This niche is embedded in the text's application of the Guide to Physical Therapist Practice (Physical Therapy, (11) 77, 1997) as it pertains to a musculoskeletal problem pervasive among clients ranging from young athletes to frail, older adults. This text is more than a detailed study on evaluation, physical therapy diagnoses, treatment, and reassessment of the shoulder. Tovin and Greenfield have taken a courageous step to offer their interest in the treatment of this body segment as one of the first efforts for rethinking the way physical therapists interface and treat patients. To succeed in this task required the contributions of authors whose sense of destiny is redefining how therapists evaluate and treat parallels those of the editors. Indeed, many of the contributors to this book are well known to many orthopedic physical therapists and their students. Guccione, Davies, Binkley, McClure, Stralka, McConnell, and Snyder-Mackler can easily be classified as visionaries with the ability to sense the course that clinicians must chart to secure further growth and autonomy. vii To accomplish the task, the text is divided into three major sections. The first section reviews anatomy (Greenfield) and kinesiology (Abelew) while also reviewing the fundamental constructs underlying the evolution of impairment-based diagnosis by physical therapists (Guccione) and its application to the shoulder girdle (Tovin and Greenfield). The importance of clinical examination (Davies et al.) and integration of quantified outcome measures (Binkley) complete this section. The second section addresses the preferred practice patterns. To better appreciate the thought that has made this section unique, the reader is referred to Chapter 4 of the ''Guidelines.'' Students and clinicians are presented with a discussion of the relationship between the suggested guidelines and specific shoulder joint or girdle pathologies, along with commentary that challenges their reasoning and thought processes. Lastly, Section III describes the principles of treatment. In this section, the reader is exposed to clinical reasoning in the use of manual therapy techniques (Jones and Magarey), alternative treatment modes, such as aquatic therapy (Tovin), and the role of open versus closed kinetic chain exercises as treatment for the shoulder (Livingston). Highlighting this section is Jenny McConnell's discussion of appropriate neuromuscular re-education strategies and a presentation of the rationale underlying the orderly functional progression in therapeutic exercise plans (Chmielewski and Snyder-Mackler). I have served as Editor-in-Chief for all of the volumes in the CPR series, but many factors make this book particularly endearing to me. Both Brian Tovin and Bruce Greenfield are past students of mine. Perhaps I have contributed a small portion to their academic accomplishments. Most of their contributors are friends or colleagues whose work I have respected for many years. As a total team, they have embarked on a venture that may some day be viewed as a model that symbolized a change in how (and why) physical therapy services are provided. As students and therapists read this book, they should be reminded of the prudent words of the great American humorist, Mark Twain, ''A man cannot be comfortable without his own approval.'' The time has come for us to alter our comfort level by not only approving the guidelines, but more importantly, by applying them. This book affords all of us that special opportunity. At the risk of sounding somewhat dramatic, perhaps we might consider the following: The dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise to the occasion. As our case is new, so we must think anew and act anew. We must disenthrall ourselves. This thought is as true for the physical therapist pondering changing practice patterns as it was for Abraham Lincoln more than 140 years ago as he pondered the fate of a nation.

The Journal of Bone & Joint Surgery, 1992

The strength of active external rotation and of abduction of the shoulder when the humerus was in... more The strength of active external rotation and of abduction of the shoulder when the humerus was in the plane of the scapula (30 degrees of horizontal flexion anterior to the coronal plane) was measured isokinetically and isometrically in thirty-nine normal volunteers, who were stratified by age and sex. The angles at which peak torque was produced were similar when tested isokinetically and isometrically; these angles were similar for external rotation (at 60 and 30 degrees of internal rotation) and for abduction (at 30 and 60 degrees of abduction). Isometric peak torque was greater than slow-speed (90 degrees per second) isokinetic peak torque, which in turn was greater than fast-speed (210 degrees per second) isokinetic peak torque. There were highly significant differences in strength, measured isokinetically and isometrically, between younger and older men and between older men and older women. The variability of normal values for torque was similar in each group. Repeat testing demonstrated a high reliability of isokinetic measurements and of isometric measurements at angles within the range of the production of peak torque. Complete testing was performed in four normal volunteers before and after a block of the suprascapular nerve. The supraspinatus and infraspinatus components of the rotator cuff contributed a variable proportion to the total strength of abduction (25 to 50 per cent) and external rotation (50 to 75 per cent) throughout the range of motion. This study demonstrated that both isokinetic and isometric testing in the scapular plane are valid methods for measurement of the strength of external rotation and abduction of the shoulder. The data support standardization of the positions for testing the strength of motions of the shoulder: isometric strength of external rotation should be measured in the scapular plane with the shoulder in 45 degrees of abduction and 45 degrees of internal rotation; isometric strength of abduction, in the scapular plane with the shoulder in 45 degrees of abduction; and isokinetic strength of external rotation and abduction, in the scapular plane at 90 degrees per second.

Journal of allied health, 2010

This research note describes a pilot study that examined the meaning of caring from the perspecti... more This research note describes a pilot study that examined the meaning of caring from the perspectives of patients undergoing physical therapy. A phenomenological methodology was used to explore the essential meaning of caring behaviors from the experiences of patients undergoing physical therapy. Patients were asked to describe caring interactions they have experienced with their physical therapists. The responses of the participants were inductively analyzed for themes and sub-themes that explained physical therapy caring. Based on that analysis, a central theme of mindful caring emerged from participants' responses. The theme of mindful caring reflected the physical therapist and patient relationship. Further analysis uncovered four sub-themes that gave a clearer picture of caring behaviors experienced by the participants. These included personal values, patient empowerment, open communication and exceptional service. The results of this pilot study demonstrate the dimensions o...

Physical Therapy of the Shoulder, 2004

Physical Therapy Reviews, 2013

Sports Health: A Multidisciplinary Approach, 2012

Ethical issues present a challenge for health care professionals working with athletes of sports ... more Ethical issues present a challenge for health care professionals working with athletes of sports teams. Health care professionals—including the team physician, the physical therapist, and the athletic trainer—are faced with the challenge of returning an athlete to competition as quickly as possible but as safely as possible. Conflicts of interest arise due to conflicting obligations of the team physician to the athlete and other members of the sports organization, including coaches and the team owner. The multiple stakeholders involved in sports teams challenge the traditional notion of confidentiality and autonomy. The aims of this article are to explicate the ethics of sports medicine, highlight the ethical issues, and provide some strategies and suggestions for ethical decision making.

Physical Therapy Reviews, 2012

In this essay, we describe phenomenology as a philosophy and methodology that is uniquely suited ... more In this essay, we describe phenomenology as a philosophy and methodology that is uniquely suited to aid healthcare professionals to explore and understand the meaning of disability from the perspectives of the patient/client. Emerging in the beginning of the twentieth century as a philosophy for understanding the nature of the world around us, phenomenology has gained traction over the last several years in healthcare as a methodology in rehabilitation research and as a tool in patient-centered care. We explore the basic concepts of phenomenology and provide conceptual links to the exigencies of patient-centered care. Along the way, we discuss recent literature that provides evidence of the use of phenomenology to uncover the lived experiences of individuals with disabilities. We conclude with concrete examples and suggestions to clinicians for strategies to use phenomenology as a tool in patient-centered care.

Physical Therapy, 2016

Education research has been labeled the “hardest science” of all, given the challenges of teachin... more Education research has been labeled the “hardest science” of all, given the challenges of teaching and learning in an environment encompassing a mixture of social interactions, events, and problems coupled with a persistent belief that education depends more on common sense than on disciplined knowledge and skill. The American Educational Research Association specifies that education research—as a scientific field of study—examines teaching and learning processes that shape educational outcomes across settings and that a learning process takes place throughout a person's life. The complexity of learning and learning environments requires not only a diverse array of research methods but also a community of education researchers committed to exploring critical questions in the education of physical therapists. Although basic science research and clinical research in physical therapy have continued to expand through growth in the numbers of funded physical therapist researchers, th...

Physical therapy, Jan 18, 2014

Physical therapy, Jun 1, 2015

Isokinetics and Exercise Science, Oct 1, 1991

Journal of Physical Therapy Education, 2008

Journal of Physical Therapy Education, 2012

Journal of Physical Therapy Education, 2009

Journal of Orthopaedic & Sports Physical Therapy, May 1, 1992

Journal of Orthopaedic & Sports Physical Therapy, Sep 1, 1987

Journal of Bone and Joint Surgery, American Volume, Feb 1, 1993

Journal of Back and Musculoskeletal Rehabilitation, Oct 1, 1992

The Journal of Bone & Joint Surgery, 1992

Journal of allied health, 2010

Physical Therapy of the Shoulder, 2004

Physical Therapy Reviews, 2013

Sports Health: A Multidisciplinary Approach, 2012

Physical Therapy Reviews, 2012

Physical Therapy, 2016

Physical therapy, Jan 18, 2014