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Thesis (MScPhysio (Physiotherapy))--University of Stellenbosch, 2010. / Patients’ knowledge about the effectiveness of interventions is now recognized as an important facilitator of the implementation of evidence in practice. Evidence-based, patient education programs aim to impart knowledge about the efficacy and effectiveness about interventions to individuals. However, there is currently a lack of structured evidence-based educational programs to educate patients about the evidence-base for interventions prescribed by the health professionals in the field of orthopaedics. OBJECTIVE: The main objective of this study was to develop and validate an Arabic version of an evidence-based educational program for patients who are scheduled to undergo ACL reconstruction surgery in UAE, based on available evidence collated through a systematic review process. METHODS: A systematic review was conducted to generate clinical recommendations which were used to develop the evidence-based educational program. The evidence-based information was derived from secondary research to determine which rehabilitation strategies were most effective in improving outcome measurements following ACL reconstruction surgery. A pre-final draft of the evidence-based educational program was prepared and forward and back translated from English into the Arabic language. Feedback groups of ACL patients and physiotherapists were used to determine the content and face validity of the program. The final draft was validated in a group of 40 ACL patients waiting to undergo ACL reconstruction surgery at Zayed Military hospital and Abu Dhabi Knee and Sports Medicine Centre in the UAE, using checklists. RESULTS: A total of 40 patients undergoing ACL reconstruction surgery consented to participate in this study. All the subjects were male. The age range was between 18 to 38 years old with mean age of 28.5 years (SD 5.75). Most of the patients (65%) underwent ACL reconstruction surgery to the right knee. Of the total sample (n=40), the majority of the subjects who participated in this study (90 %), had ACL surgery for the first time. Most of the responses to the evidence-based educational program checklist were positive. iv CONCLUSION: It can be recommended that the newly-developed evidence-based educational program is a valid tool which can be given to ACL patients prior to ACL reconstruction to prepare them for the rehabilitation postoperatively. By informing patients of their condition, the expected outcomes of their condition and the effect of doing exercises to improve their condition, the patients will be more encouraged to partake in rehabilitation, as they know it is for their own good. This will ultimately improve overall patient care and improve management of ACL patients.

The knowledge gap between Arabic nations and the developed world is widening. A contributing factor to the slow acquisition and production of knowledge is the use of Modern Standard Arabic (MSA) as the language of instruction in schools. To bridge the gap, English is used in tertiary education in most Arab countries. The United Arab Emirates (UAE) is a useful case study to explore the dynamics of Arabic and English in education. After an overview of the problems imposed by MSA, the dilemmas facing the teaching of English and in English in the UAE are explored. Many of the problems encountered in the teaching and learning of English are the product of specific aspects of an education in MSA. The study assesses whether MSA or English is the most viable instrument for the delivery of high quality education in the Arab world and finds that currently English is essential. / English Studies / M.A. (with specialisation in TESOL (Teaching English to Speakers of other languages))

The knowledge gap between Arabic nations and the developed world is widening. A contributing factor to the slow acquisition and production of knowledge is the use of Modern Standard Arabic (MSA) as the language of instruction in schools. To bridge the gap, English is used in tertiary education in most Arab countries. The United Arab Emirates (UAE) is a useful case study to explore the dynamics of Arabic and English in education. After an overview of the problems imposed by MSA, the dilemmas facing the teaching of English and in English in the UAE are explored. Many of the problems encountered in the teaching and learning of English are the product of specific aspects of an education in MSA. The study assesses whether MSA or English is the most viable instrument for the delivery of high quality education in the Arab world and finds that currently English is essential. / English Studies / M.A. (with specialisation in TESOL (Teaching English to Speakers of other languages))