HPM and PM&R share many of the same principles and practices, and PM&R residency training can be excellent preparation for HPM fellowship. However, unlike the other six PM&R subspecialties, there is currently no requirement for HPM training during PM&R residency. As a result, PM&R residents may encounter limited HPM exposure or education, and lack explicit opportunities to develop the basic set of palliative care symptom management and communication tools that can be applied across the spectrum of physiatry care. Here, we provide five strategies that residents can utilize within their own programs to develop knowledge and experience in HPM.
  This study aimed to examine the effect of Kinesio taping (KT) as an adjunct to combined chain exercises (CCEs) compared to CCEs alone in the management of individuals with knee osteoarthritis (OA).
 
  A total of 60 (27 males; 33 females) individuals (age range of 50-71 years and mean age of 54.26±8.83) diagnosed as having mild to moderate knee OA (based on the Kellgren and Lawrence grade, I─III classification) were randomly allocated into 2 groups with 30 participants each in the KT+CCEs and CCEs groups. Participants in the KT+CCEs group received Kinesio taping plus combined chain exercises and those in the CCEs group received only combined chain exercises. Each participant was assessed for pain, range of motion, functional mobility, and quality of life at baseline and after 8 weeks of intervention. A mixed-design multivariate analysis of variance (MANOVA) was used to analyze the treatment effect.
 
  No significant differences were observed in the baseline characteristics of participants in both groups. The reffective in the management of individuals with knee OA.Trial RegistrationPan African Clinical trial Registry─ PACTR201810603949411.
  One in four non-institutionalized adults in the United States lives with a disability. People with disabilities have frequent interactions with the medical community and the health care system, yet experience disparities in access and outcomes. The Association of American Medical Colleges (AAMC) has included disability in its definition of diversity as one of the aspects of patient care that may affect health equity. However, training in the lived experience of disability is not always included in medical education. Physiatrists make excellent disability champions in medical schools, given their training and experience in the care of individuals with disabilities. Here, we describe strategies for physiatrists to increase disability education in medical schools and an overview of standards and tools (Liaison Committee on Medical Education (LCME) standards, Commission on Osteopathic College Accreditation (COCA) standards, International Classification of Functioning, Disability, and Health (ICF) language, and e describe strategies for physiatrists to increase disability education in medical schools and an overview of standards and tools (Liaison Committee on Medical Education (LCME) standards, Commission on Osteopathic College Accreditation (COCA) standards, International Classification of Functioning, Disability, and Health (ICF) language, and the Core Competencies on Disability for Health Care Education published by the Alliance for Disability in Health Care Education) physiatrists can use to facilitate interactions with medical school educational leadership. Specific examples are provided along with a framework to guide the development of disability champions in medical schools.
  In response to increasing dependence on USMLE Step 1 scores for resident selection, and to improve medical student wellbeing and education, the Federation of State Medical Boards (FSMB) and the National Board of Medical Examiners (NBME) announced that no sooner than 2022, Step 1 score reporting would change from numeric to pass/fail. To gauge the impact this change will have on the residency application process in Physical Medicine and Rehabilitation (PM&R), an anonymous survey was electronically distributed to program directors (PDs) of all accredited PM&R residency programs in the United States. A response rate of 49% was obtained. In total, 13% of PDs agreed that the scoring change was a good idea. 80% of PDs felt the change would increase emphasis on Step 2 CK in the application process, and that it will be more difficult to objectively compare applicants. Among free text responses to the survey, 70% disapproved, 10% approved, and the remaining 20% were neutral to the change. The results of this be more difficult to objectively compare applicants. Among free text responses to the survey, 70% disapproved, 10% approved, and the remaining 20% were neutral to the change. The results of this survey show that many PM&R PDs are concerned about the implications of the Step 1 score reporting change.  https://www.selleckchem.com/products/tak-981.html  These data can serve as a helpful guide to PDs and students preparing for a pass/fail Step 1.
  The transition from oncology care back to primary care after cancer therapy is challenging for cancer survivors who seek services that address the effect of their cancer history on their present health. Lack of knowledge about the health needs of cancer survivors is a barrier to incorporating survivorship care into primary care practice. Formal training in cancer survivorship is rarely included in medical education and presents an opportunity for intervention.
 
  The authors developed (January 2019 - March 2020) an online continuing medical education (CME) course for primary care physicians (PCPs) that launched in April 2020. Course design and content were informed by critically reviewing cancer survivorship CME courses and understanding cancer survivors' clinical experiences in a primary care setting. The course aims to pique learners' interest through a concise, practical educational experience using peer-to-peer primary care-focused instruction in a case-based, multimedia-enriched format. In the course, 4nts with a focus on self-management.
 Future directions include dissemination of the course to a broader audience including medical trainees, evaluation of higher-level learning outcomes (e.g., effect on PCPs' clinical practice), and adaptation of the course for patients with a focus on self-management.