POTSI, HUMP SUM AND SUM OF ROTATION - NEW SURFACE TOPOGRAPHY PARAMETERS FOR EVALUATION OF SCOLIOTIC DEFORMITY OF THE TRUNK
Journal Title: Fizjoterapia Polska - Year 2008, Vol 8, Issue 3
Abstract
Background. Surface topography in idiopathic scoliosis should take into account scoliosis-specific parameters (POTSI and Hump Sum). The aim of the study was to introduce these parameters, previously not described in Polish literaturę, and describe their use in the work-up of scoliotic children. Materiał and methods. A total 105 girls, aged 13.7 ± 1.9 years, including 54 treated with a Cheneau brace and 51 not braced, were examined in spontaneous standing. POTSI and Hump Sum were calculated according to the original description; Sum of Rotation, a new parameter, was defined as the sum of trunk rotation angles measured at twelve thoracic and five lumbar levels, adjusted for peMs rotation. Results. In girls with 25-40° scoliosis, POTSI was 25.5 ± 16.7 and the Hump Sum was 16.9° ± 6.8° in the group of brace-treat-ed girls, compared to 24.5 ± 11.5 and 18.0° ± 4.8°, respectively in the non-braced group. In girls with scoliosis above 45°, POTSI was 33.4 ± 17.5 and the Hump Sum was 24.9° ± 3.6 in the brace-fitted group, and 41.0 ± 22.1 and 25.8° ± 10.6°, respectively in the non-braced group. Unlike the Hump Sum, the Sum of Rotation was not dependent on the observer. Conclusions. The POTSI index revealed its utility for the assessment of frontal piane asymmetry and could replace eleven previously used parameters. The Hump Sum and Sum of Rotation were found to be useful for the evaluation of the transverse piane deformity.
Authors and Affiliations
Tomasz Kotwicki, Edyta Kinel, Joanna Chowańska, Agnieszka Bodnar-Nanuś
Analiza zmian postaw studentów fizjoterapii podczas studiów I stopnia w uczelniach o różnych profilach kształcenia wobec podejmowania zatrudnienia w wybranym zawodzie
[b]Wstęp.[/b] Kształcenie fizjoterapeutów w Polsce odbywa się w trzech typach uczelni: medycznych, sportowych oraz innych profilach. Profile kształcenia różnią się m.in.: tradycjami nauczania, jakością kadry nauczającej...
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