David Porter <ul><li>Elizabeth Casson Trust Reader in Occupational Therapy </li></ul><ul><li>School of Health & Social Car...
Background <ul><li>Kings College School of Medicine & Dentistry </li></ul><ul><li>Tayside Assistive Technology Service </l...
Background <ul><li>Kings College School of Medicine & Dentistry </li></ul><ul><li>Tayside Assistive Technology Service </l...
Background <ul><li>College School of Medicine & Dentistry </li></ul><ul><li>Tayside Assistive Technology Service </li></ul...
Background <ul><li>Kings College School of Medicine & Dentistry </li></ul><ul><li>Tayside Assistive Technology Service </l...
Background <ul><li>College School of Medicine & Dentistry </li></ul><ul><li>Tayside Assistive Technology Service </li></ul...
Postural Management <ul><li>Scoliosis </li></ul><ul><li>Pelvic Obliquity </li></ul><ul><li>Windswept Hips  </li></ul><ul><...
 
NHS Research Training Fellowship  2000-03 <ul><ul><li>Evidence Based Healthcare  (Oxford University) </li></ul></ul><ul><u...
Patterns of Postural Deformity  in Non Ambulant People with Cerebral Palsy <ul><li>1)  What is the relationship between th...
Pattern of Deformity previously accepted  … pattern more often to this side observed association
<ul><li>2)  Is there a relationship between preferred posture and positioning in early life and the direction of subsequen...
Possible  Mechanism
<ul><li>Improved understanding </li></ul><ul><li>Help prediction   </li></ul><ul><li>Facilitate earlier intervention   </l...
Evidence – Informed Decision Making
 
Change of Direction <ul><li>Applied for role of Reader in Occupational Therapy  at the School of Health & Social Care </li...
<ul><li>Improve attention performance </li></ul><ul><li>Slow deterioration of contractures & deformities </li></ul><ul><li...
 
Attention Test Study Does postural support influence the ability to perform attention tasks in children with bilateral cer...
 
Sitting Ability Study (WAMBLE)  Trunk movement to control computer games:  Does this influence the development of sitting ...
 
Kneeblock Study <ul><li>Does the use of a kneeblock influence hip deformity, functional ability and pain in children with ...
Other Studies <ul><li>Wheelchair seating equipment for children:  what are parents’/carers’ views and experiences ? </li><...
Conclusion  <ul><li>Contributing to the evidence base </li></ul><ul><li>(… existing evidence base scarce) </li></ul><ul><l...
A Few Different Research Roles <ul><li>Undergraduate </li></ul><ul><li>Postgraduate research student </li></ul><ul><li>Cli...
Thank you for your attention
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Routes into Research: Dr David Porter

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Dr David Porter from Oxford Brookes University (Elizabeth Casson Trust Reader in Occupational Therapy) briefly discusses his route into research

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Transcript of "Routes into Research: Dr David Porter"

  1. 1. David Porter <ul><li>Elizabeth Casson Trust Reader in Occupational Therapy </li></ul><ul><li>School of Health & Social Care </li></ul><ul><li>Oxford Brookes University </li></ul><ul><li>Honorary contract with Oxford Centre for Enablement </li></ul>
  2. 2. Background <ul><li>Kings College School of Medicine & Dentistry </li></ul><ul><li>Tayside Assistive Technology Service </li></ul><ul><li>West of Scotland Mobility & Rehabilitation Centre </li></ul><ul><li>Mary Marlborough Centre (Oxford Centre for Enablement) </li></ul>
  3. 3. Background <ul><li>Kings College School of Medicine & Dentistry </li></ul><ul><li>Tayside Assistive Technology Service </li></ul><ul><li>West of Scotland Mobility & Rehabilitation Centre </li></ul><ul><li>Mary Marlborough Centre (Oxford Centre for Enablement) </li></ul>
  4. 4. Background <ul><li>College School of Medicine & Dentistry </li></ul><ul><li>Tayside Assistive Technology Service </li></ul><ul><li>West of Scotland Mobility & Rehabilitation Centre </li></ul><ul><li>Mary Marlborough Centre (Oxford Centre for Enablement) </li></ul>
  5. 5. Background <ul><li>Kings College School of Medicine & Dentistry </li></ul><ul><li>Tayside Assistive Technology Service </li></ul><ul><li>West of Scotland Mobility & Rehabilitation Centre </li></ul><ul><li>Mary Marlborough Centre (Oxford Centre for Enablement) </li></ul>
  6. 6. Background <ul><li>College School of Medicine & Dentistry </li></ul><ul><li>Tayside Assistive Technology Service </li></ul><ul><li>West of Scotland Mobility & Rehabilitation Centre </li></ul><ul><li>Mary Marlborough Centre (Oxford Centre for Enablement) </li></ul>
  7. 7. Postural Management <ul><li>Scoliosis </li></ul><ul><li>Pelvic Obliquity </li></ul><ul><li>Windswept Hips </li></ul><ul><li>Hip Dislocation </li></ul><ul><ul><li>Madigan & Wallace 1981 </li></ul></ul><ul><ul><li>Letts et al 1984 </li></ul></ul><ul><ul><li>Lonstein & Beck 1986 </li></ul></ul><ul><ul><li>Young et al 1998 </li></ul></ul>(36 participants) (22 participants) (29 participants) (26 participants)
  8. 9. NHS Research Training Fellowship 2000-03 <ul><ul><li>Evidence Based Healthcare (Oxford University) </li></ul></ul><ul><ul><li>Epidemiology & Medical Statistics (London School of Hygiene & Tropical Medicine) </li></ul></ul><ul><ul><li>PhD (University of Dundee) </li></ul></ul>
  9. 10. Patterns of Postural Deformity in Non Ambulant People with Cerebral Palsy <ul><li>1) What is the relationship between the individual components of deformity? </li></ul>
  10. 11. Pattern of Deformity previously accepted … pattern more often to this side observed association
  11. 12. <ul><li>2) Is there a relationship between preferred posture and positioning in early life and the direction of subsequent asymmetrical postural deformity ? </li></ul>Patterns of Postural Deformity in Non Ambulant People with Cerebral Palsy 3) Is there a relationship between foetal position and both preferred lying posture after birth and pattern of subsequent postural deformity ?
  12. 13. Possible Mechanism
  13. 14. <ul><li>Improved understanding </li></ul><ul><li>Help prediction </li></ul><ul><li>Facilitate earlier intervention </li></ul><ul><li>How to intervene? </li></ul><ul><li>Effectiveness of interventions ? </li></ul>Relevance
  14. 15. Evidence – Informed Decision Making
  15. 17. Change of Direction <ul><li>Applied for role of Reader in Occupational Therapy at the School of Health & Social Care </li></ul><ul><li>Focus on research full time </li></ul><ul><li>Started August 2005 </li></ul><ul><li>Cluster of studies and a community of researchers </li></ul>
  16. 18. <ul><li>Improve attention performance </li></ul><ul><li>Slow deterioration of contractures & deformities </li></ul><ul><li>Increase functional ability and independence </li></ul>Postural Ability Posturally supportive seating is often provided to children who are unable to walk to help maintain a stable posture and: Strong opinions … lack of evidence
  17. 20. Attention Test Study Does postural support influence the ability to perform attention tasks in children with bilateral cerebral palsy ?
  18. 22. Sitting Ability Study (WAMBLE) Trunk movement to control computer games: Does this influence the development of sitting ability in children with cerebral palsy? Do the children enjoy playing the games ?
  19. 24. Kneeblock Study <ul><li>Does the use of a kneeblock influence hip deformity, functional ability and pain in children with bilateral cerebral palsy ? </li></ul>
  20. 25. Other Studies <ul><li>Wheelchair seating equipment for children: what are parents’/carers’ views and experiences ? </li></ul>Follow up to the attention test study Tilt wheelchairs – influence of orientation
  21. 26. Conclusion <ul><li>Contributing to the evidence base </li></ul><ul><li>(… existing evidence base scarce) </li></ul><ul><li>Helping clinicians, families and young people make more informed decisions </li></ul><ul><li>Finding out answers </li></ul><ul><li>Challenging but rewarding </li></ul>
  22. 27. A Few Different Research Roles <ul><li>Undergraduate </li></ul><ul><li>Postgraduate research student </li></ul><ul><li>Clinician conducting small scale study </li></ul><ul><li>Clinician helping to facilitate research </li></ul><ul><li>Part time or full time research therapist </li></ul><ul><li>Academic research post </li></ul>
  23. 28. Thank you for your attention

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