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    A POSSIBLE RELATIONSHIP BETWEEN RESPIRATORY MUSCLE WEAKNESS AND FAMILIAL MEDITERRANEAN FEVER: A CASE REPORT
    (Turkey Assoc Physiotherapists, 2014) Cirak, Yasemin; Yilmaz, Gul Deniz; Demir, Yasemin P.; Karahan, Zehra; Dalkilinc, Murat
    To Familial Mediterranean Fever (FMF) is an autoinflammatory disorder with genetic origin. Pleuritis is most common in FMF. Long-term sequelae of respiratory system haven't been described in FMF. We documented pulmonary manifestations in patient with FMF. A 61-year-old woman presented with dyspnea, unilateral chest pain, generalized myalgia and FMF. Physical examination was unremarkable. Radiological data showed left-sided pleuritis, minimal pleural effusion. Pleural effusion resolved spontaneously in one week later but patient had still dyspnea. Pulmonary function tests (PFT) was normal. Further examination detected respiratory muscle weakness and decreased functional capacity. Patient then underwent inspiratory muscle training (IMT) for six weeks. After training, inspiratory muscle strength and functional capacity increased. Perception of dyspnea and fatique decreased. In long-term follow-up, frequency of attacks decreased. To our knowledge, there is no study on respiratory muscle weakness and IMT in FMF. Although this report doesn't provide direct evidence, it may provide recommendation for investigation of respiratory muscle weakness and treatment with IMT in FMF with respiratory impairments. Randomized controlled trials are needed.
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    PLATELET ACTIVATION IN ALZHEIMER'S DISEASE
    (Elsevier Science Inc, 2014) Koc, Emine R.; Uzar, Ertugrul; Cirak, Yasemin; Demir, Yasemin P.; Ilhan, Atilla
    [Abstract Not Available]
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    THE IMPORTANCE OF INDIVIDUAL LEARNING STYLES IN PHYSIOTHERAPY STUDENTS
    (Turkey Assoc Physiotherapists, 2014) Demir, Yasemin P.; Cirak, Yasemin; Yilmaz, Gul Deniz; Dalkilinc, Murat; Komurcu, Mahmut
    Purpose: Individual multidimensional characteristics of each student should be investigated in order to understand the information acquisition and processing styles while determining and evaluating their subjective learning styles. Since being practice-based and multidisciplinary in nature, physiotherapy education involves different competencies and skills than other health professions. Therefore, it is far important to identify the learning styles of students. The aim of this study was to investigate learning styles of the physiotherapy students and so, developing recommendations for effective and efficient physiotherapy education. Method: Individual learning styles of 63 undergraduate level physiotherapy students were determined by using 44 variables of The Turkish Version of Learning Styles Questionnaire which was developed by Barbara A. Soloman and Richard M. Felder. In the survey, there are 11 variables in each of the four sub-parameters: processing knowledge (active-reflective), knowledge detection (sensing-intuitive), data input (visual-verbal), and knowledge comprehension (sequential-global). Results: In active/reflective category, 33.3% of the students were found to be extrovert-balanced and 31.7% introvert-balanced. In sensitive/intensive category, 44.4% of the students were found to be sensitive moderate. 39.7% of the students were found to be visual moderate. In sequential/global category 41.3% of the students were found to be sequential moderate. Discussion: Results of moderate and balanced preferences show that physiotherapy students can learn more easily if educational settings were made according to the preferences into four categories reflective, sensitive, visual and sequential. In other words, physiotherapy education which is designed by taking these four dimensions (reflective, sensitive, visual and sequential) into consideration will be more significant for physiotherapy students.