Dr. GAJANAN BHALERAO (PT) Neuro physiotherapist

PhD scholar, Master's of Physiotherapy Neuro, Certified NDT therapist.

“If you are not pointing in the right direction, does not mean you are always wrong ” – Gajanan Bhalerao

We have been from our child hood has been instructed to always be right.

If you get 70% marks then you are right! but if ou fall short by 2 -3% then you are wrong.

If you complete the work then you are right but, only if there is something even small is pending then you have been instructed many times tha you have not completed work. sometime the 95 -99% completion is ignored and whole focus goes on the 5 %  shortage.

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Life is not gambling where If you are not pointing in the right direction that mean you are wrong and you will lose the bet.

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As in gambling if you don’t get the exact number  you bet then you lose it.

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But it is impossible to apply same principle in real life.


There is a lot of gray area between winning and losing , right and wrong. The width of gray area depends on the purpose of the work. It may be very short and sometime it may be very long.

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2016: Third NDT/Bobath Certificate Course in the Management and Treatment of Adults with Hemiplegia, Pune, India

NDT/Bobath Certificate Course in the Management and Treatment of Adults with Hemiplegia
Sancheti Institute College of Physiotherapy, Sancheti Health Academy, Shivajinagar, Pune, Maharashtra, India

Sancheti is organising  Third ADULT NDT course in INDIA.

Seats available – 12 only
Course Dates:04-01-2015 – 19-02-2015

15 days course : Working dates 4th – 9, 11 – 16, and the 18th and 19th.

Course Number: 15A101
Course Status: Approved


Cathy Hazzard, B.Sc, MBA, PT, C/NDT CI
Ms. Katy Kerris, OT, C/NDT

Course ID no. 15A101

Cathy Hazzard, B. Sc. P.T., MBA is a Physiotherapist with over 25 years experience working with adults with varied neurological diagnoses. Her clinical background also includes experience and continuing education courses in manual therapy and orthopedics. She obtained an MBA in 1993 while continuing to work as a PT. She has been an NDTA™ Coordinator Instructor in Adult Hemiplegia since 1998 and has taught introductory, certificate and advanced level NDT courses extensively throughout North America (Canada, United States, and Mexico) and internationally in such countries as Ireland, Hong Kong, Singapore, Estonia, Colombia, and Peru. Cathy practiced in Calgary, Alberta, Canada for over 20 years in the acute, rehabilitation and outpatient phases of care. She is now working in private practice and Home Health on Vancouver Island, British Columbia. Cathy served as the Chair of the NDTA™’s Instructor Group from 2002 – 2005 and a member of the Board of Directors of NDTA™ from 2003 – 2007. (

Course Contact:
Dr. Gajanan Bhalerao
Phone: 919822623701
Fax: 9120 25539494


Author of Article: DR. Gajanan Bhalerao (PT). MPTH NEURO, Certified Adult NDT therapist, HOD Physiotherapy & Rehabilitation Dept in Sancheti Hospital Shivajinagar Pune, Associate Professor & HOD  PT in Neuro Rehabilitation  DEPT at Sancheti Institute College of Physiotherapy, Shivajinagar Pune

Maharashtra University of Health Sciences, Nashik had organised a 7 day Research methodology workshop for all PhD scholars of Maharashtra University of Health Sciences, Nashik from 16/04/2015 to 22/04/2015. Dr. Shekar Sakharam Rajderkar M.D ( Preventive & Social Medicine) Pro Vice-Chancellor Maharashtra University of Health Sciences, Nashik was the Chief organizer of workshop. The chief guest and one of the speaker was Prof. Dr. Arun Jamkar Vice-Chancellor.

We – all the PhD scholars are thankful to both of them fro organizing such an enriching and informative workshop on research methodology . In seven days they covered all the aspects of research methodology.


Day 1 –16th April 2015

Time Session Facilitator
10.00 to 10.30 am Registration & Breakfast
10.30 to 11.30am Inauguration Hon.V.C. Prof. Dr. Jamkar Hon. Pro V.C.Dr. Rajderkar Hon.Registrar Dr.Garkal
11.30 to 01.00 pm Motivating people for Research Hon. V.C.Prof.Dr.Jamkar
01.00 to 01.30 pm LUNCH
01.30 to 03.00pm Criteria for Ph.D. Research Hon.Pro V.C.Dr. Rajderkar
03.00 to 05.00 pm Types of Bio Medical& Social & Over Look Research(Tea will be served in the session) Hon.Pro V.C.Dr. Rajderkar
05.00 to 05.30 pm Group Activity

Day 2 – 17thApril 2015

Time Session Facilitator
09.00 to 10.00 am Breakfast&Tea
10.00 to 11.30am Descriptive – Cross Sectional Studies Dr. A.P.Kulkarni
11.30 to 01.00 pm Analytical Case Control Studies Dr. A.P.Kulkarni
01.00 to 01.30 pm LUNCH
01.30 to 03.00pm Descriptive –Longitudinal Studies Dr. A.P.Kulkarni
03.00 to 04.30 pm Cohort Study, Nested Case Control Studies(Tea will be served in the session) Dr. A.P.Kulkarni
04.30 to 05.30 pm Ethics in Medical Profession Dr.Chavan K.D.(COE,MUHS)

[Day 3 –18th April 2015

Time Session Facilitator
09.00 to 10.00 am Breakfast& Tea
10.00 to 12.30pm Motivating people for Research Hon. V.C. Prof. Dr.Jamkar
12.30 to 1.30pm Experimental Studies (Animal Studies) Dr.M.D.Gokhale
01.30 to 02.00 pm LUNCH
2.00 to 03.30 pm Invitro, invivo ,in ovo Studies, Xeno Diagnosis ,Transgenesis Dr.M.D.Gokhale
03.30 to 04.30 pm Non Randomized Experimental Studies Dr. J.V. Dixit
04.30 to 05.30 pm Randomized Control Trial(Tea will be served in the session) Dr. J.V. Dixit

Day 4 – 19thApril 2015

Time Session Facilitator
09.00 to 10.00 am Breakfast&  Tea
10.00 to 11.30am Types of Sample, Sampling Techniques, Cluster Sampling, Convenience Sampling Dr. Ashok Vankudre
11.30 to 01.00 pm Pro’s & Con’s of Probability & Convenient Sampling, Sampling Errors, Bias, Confounding factor Dr. Ashok Vankudre
01.00 to 01.30 pm LUNCH
01.30 to 03.00pm Importance of Representative Sample in Ph.D. odds ratio, Relative Risk, Attributable Risk & Strength of Association Dr. Seema Patrikar
03.00 to 05.00 pm Test’s of Significance(Tea will be served in the session) Dr. Seema Patrikar
05.00 to 05.30 pm Group Activity

Day 5 –20th April 2015

Time Session Facilitator
09.00 to 10.00 am Breakfast& Tea
10.00 to 11.30am  Research Methodology – Continued. Part – II Hon.ProV.C.Dr.Rajderkar
11.30 to 01.00 pm  Research Methodology – Continued. Part – III Hon.ProV.C.Dr.Rajderkar
01.00 to 01.30 pm LUNCH
01.30 to 03.00pm Health System Research with srt Impact evaluation of  National Health  programmes. Dr.Daniel Joseph
03.00 to 05.00 pm Hypothesis ,Null Hypothesis ,Cooking or Tampering of data ,Plagiarism(Tea will be served in the session) Hon.ProV.C.Dr.Rajderkar
05.00 to 05.30 pm Group Activity

Day 6 – 21th April 2015

Time Session Facilitator
09.00 to 10.00 am Breakfast &  Tea
10.30 to 11.15am Ayurvedic Reseach Methodogy Dr. Yogini kulkarniDr. Mohan Joshi
11.15 to 12.15 pm Ayurvedic Tools for Research Dr. Yogini kulkarniDr. Mohan Joshi
12.15 to 1.00 pm Group activity 1:(Study designs, Ayurvedic Literature search) All faculty
01.00 to 02.00 pm LUNCH
02.00 to 03.00 pm Drug Research Dr. Apoorva SangoramDr. Manasi Deshpande
03.00 to 3.30 pm Group activity 2:Drug Standardization for Ayurvedic Drugs All Faculty
03.30 to 04.30 pm Clinical Trial, Reverse Pharmacology Dr. Supriya BhaleraoDr. Yogini Kulkarni
04.30 to 05.30 pm Group Discussio, Question & Answer on:·         Scientific Writing & Publication·         Data Analysis, Statistics·         Bibliography·         Manuscriptology Dr. Shekhar RajderkarAnd all faculty

Day 7 – 22th April 2015

Time Session Facilitator
09.00 to 10.00 am Breakfast &  Tea
10.00 to 11.30am Homeopathic Research an over view Dr.Kavishwar
11.30o 01.00 pm  Homeopathy  -The challenges in Research Dr.Kumar Dhawale
01.00 to 01.30 pm LUNCH
01.30 to 03.00pm Dr.Barwalia
03.00 to 05.00 pm (Tea will be served in the session) Dr.Bhasme
05.00 to 05.30 pm Valedictory Hon.V.C.Prof.Dr.Jamkar Hon.ProV.C.Dr.RajderkarHon.Registrar Dr.Garkal

Hon.V.C. Prof. Dr. Jamkar sir gave a very motivation and informative talk on “Motivating people for Research”.

Dr. Shekar Sakharam Rajderkar sir has given lot of emphasis on good research question and hypothesis of the study. If we are clear with the research question and hypothesis it is easy to design a study.

Research question-

  • Should end with question
  • Spell out variable- malaria, complication, cure
  • Que framed correctly and ambiguously
  • Who is the participant?- patient with malaria, typhoid
  • Whould tell u the study design- descriptive, association,
    • association study- factor a disease and B –risk factor
    • association – analytical study
    • efficacy/effect/efficiency study

Dr. A.P.Kulkarni gave very good lecture on Descriptive  Studies. It made our idea more clear about descriptive studies.

Dr. J.V. Dixit explained the experimental studies very well.

Statistics is  very difficult subject  but Dr. Seema Patrikar made it look very simple.

Next few days there was discussion on Ayurveda and homeopathy research. It was good integration of different fields of medicines.

In day time we learned about the research and in evening time we enjoyed our stay in MUHS Nashik campus. They had arranged accommodation at the cost of just Rs 100/day. Staying arrangement was too good. It was good that we did not had TV in our room so we spent more time in interacting with each others, playing and walking around the university.

Every evening we physio and other faculty Phd scholars used walk daily 4-5 km around and out of University. These few moment with each others were the best moments of life. No professional tension, no personal issues. Just chatting around and walking. I never walked so much in my daily life. Going for dinner in different part of city. had dinner in hotels, food on small stalls, ice Gola, Pani puri..egg roll….  wow! The food was never tastier than that days.

After walking for dinner, we used to come back to university guest house, sit in the open lawns there and had brain storming session on discussing each others research project/synopsis. We discussed and refined our research question, study design, methodology hypothesis, statistical tests and review of literature. We had faculty from Ayurveda, biochemistry, homeopathy, PSM and physiotherapy. So we exchanged each others inputs in our project. Due to interdisciplinary discussion our problems solved in few minutes. It was the best learning session outside class room teaching.

I think, i  learned and enjoyed the most only in these 7 days. It was the best learning experience with fun. I wish i could get chance to attend similar kind of workshops and stay in university campus every year. It was the best change from my professional life. I miss those day every day. That’s why i say ” SEVEN  DAYS RESEARCH METHODOLOGY WORKSHOP BY M.U.HS. NASHIK : THOSE WERE ONE OF THE BEST DAYS OF MY PROFESSIONAL LIFE!”


Dr. Sachin S. Gawande PhD scholar Physiotherapist Lecturer  Sancheti Institute College of Physiotherapy, Shivajinagar Pune

It was a huge knowledge fest for me, initially it was in mind that it will be boring oldies workshops around but it was so fascinated me that whole day it was research it has changed my mind a lot. those were days filled with fun with knowledge, morning roaming around the MUHS campus, then rush for Nashik special Break fast and brain stimulating research lecturer it was so fun.,
But its not end of it in the evening plastic ball cricket matches , roaming around the holy city of Nashik late night research discussions seriously it was not just a research workshop. it was a research picnic for me.  :) thank u guys for all this. thank Gajanan sir.

Dr. Saral Machhirke PhD scholar Physiotherapist Goverment Medical college and Hospital Nagpur

‘The seven days Research Methodology Workshop to be held by MUHS’ , the idea of starting this was sucking before we were to register. It was how the hell university is going to do this on this short notice..and we were like..what we are going to do for seven days at university campus, leaving our family and responsibility at home. we register and day came when we reached there..staying arrangement was done in guest house on sharing basis..Right from the start.. I found a amazing group of people from Sancheti College of Physiotherapy on the first day itself..I was knowing them by names only till then as they were my batchmates of Ph.D..but we met and I felt like we are friends from ages..and the journey started…registrations..lots of wonderful and educative sessions from Vice chancellor, Pro vice-chancellor and other faculties..very interactive, clear and mind-boggling sessions..we had so much of fun while studying too..and then at evenings it was the best time I ever had..Roaming in University campus, chats, roaming outside for dinner, movie masti,  laughters till stomach ache, emotions, night chat kattas in campus and unending discussions over the thesis topics…everything was out of the world…I met and knew new people but some of them will remain in life for lifetime….leaving MUHS on last day was giving lump in throat !! Miss those days a lot …Hope they come again and we will live it to fullest again and again. Thanks MUHS for letting us know what is life all about !!!!
 Ms. Mohini Nakhale PhD scholar Biotechnology MGM hospital Sewagram Wardha
These seven days turns life into new research era. Before coming over there I was thought this workshop will be bored like other workshop. But as the session going on day by day I realized that it most important to know yourself. Not only regarding to research topics (Synopsis) but also as a researcher where we stand. These seven days build up our knowledge as well as communication with others. I had  discussed my topic with Honorable Pro-VC & my new colleague who’s from physiotherapy department of Sancheti Hospital, Pune and some from Nagpur (Ayurved) & they suggested the lots of important modification which is helpful for me. Beyond this class session we enjoyed a lot. Meet new people, knowing, interacting, discussing topic with them. Have lots of fun over there like playing bat ball first time in life…… walking daily 4-5 km. teasing each other. But missing the Night Kataa…..and you guys. This seven day not only gives us knowledge but also new friends who never forgettable. 

I wish those day come again and this time we again gather & enjoy…beyond our professional life.  
Rohit Suresh PhD Scholar Medical Biochemistry Student

MIMER Medical College Talegaon Dhabade, Pune
In my childhood days, I have often heard the story about the boy who cried wolf. Every now and then I would think that the workshop would happen now, then another now and followed by endless now. Finally when it was announced I could not believe it. Here I was all ready and packed for the seven day agenda. Honestly I had no preconceived notions about the workshop. So when I entered MUHS for the first time I was in awe of the campus. The campus is really a secluded and tranquil resort for education. But more than the ambiance I was excited about the 7 days of research methodology knowledge that I was about to garner. They say ignorance is bliss but thank God my ignorance pertaining to research was eliminated after hearing to the various talks in the workshop. I realized that my concept about research was delusional and naive. The workshop really made me understand concepts ranging from types of studies, framing of hypothesis and research questions and oh how can I forget the itch in everyone’s synopsis – sample size calculation. It was certainly a nice amalgamation of facts presented lucidly. And during the final few days as thoughts of doubt lingered about the Ayurveda and Homeopathy modules, they turned out to be truly an elixir for my synopsis. My research involves herbal extracts, so the entire section about standardization of herbal extracts was a real game changer for my study. Though I thought I was tech savvy, even that veil was removed. The introduction to so many software’s that makes researcher’s life easy was like the crowning glory of the workshop. Another important aspect was that we all interacted with myriad people with different outlook towards research. Understanding and appreciating their topics helped us introspect about our own topics. In the end to say it in pure Nashik terms, the seven days of workshop was like a beautifully laid thali at Panchavati hotel. It was indeed a beautiful layout of all the wonderful delicacies of research and wonderful blend of knowledge, people and fun.

Note if any other PhD scholar want to share his or her experience here then he is welcome. Please send your experience on my email id or you can write in the comments section. I will add that with your name in this blog.

Format and Content of Manuscripts Reporting Evaluation/Demonstration Case Studies of Educational and Other Interventions

Author of Article: DR. Gajanan Bhalerao (PT).

PhD Scholar, MPTH Neuro, Certified Adult NDT therapist, HOD Physiotherapy & Rehabilitation Dept in Sancheti Hospital Shivajinagar Pune. Associate Professor & HOD  PT in Neuro Rehabilitation  Dept at Sancheti Institute College of Physiotherapy, Shivajinagar Pune

We all want to do good research and publish a paper our paper in scientific journal. But very few of us know how to write a research article. Writing of research paper is called as Manuscript writing. M.U.H.S. Nashik had arranged a workshop in Manuscript writing they and invited editor of journal Donald Pathman, MD MP from US for training. Fortunately i got opportunity to attend the workshop. I am sharing with you what ever they trained us and given the guidelines for manuscript.



Format and Content of Manuscripts Reporting Evaluation/Demonstration Case Studies of Educational and Other Interventions

: Donald Pathman, MD MPH

Sections within Manuscript Example: Clinical Quality Improvement
Background to field ACE inhibitors decrease mortality in patients with heart failure
Problem for field Nationally, many eligible CHF patients are not placed on ACEIs
Purpose of the intervention/initiative undertaken There is a need to develop effective models for increasing proportions of eligible CHF patients on ACEI, and show their effectiveness
Purpose of this evaluation To assess the effectiveness of an intervention that uses chart audit data and feedback to clinicians to increase ACEI
The Program/Intervention  
Organizational setting Three clinics affiliated with an academic center, each with different patient population SES profiles
Issue and initiative’s context (historical, cultural) ACEI use in CHF in these clinics was previously documented to be low, no previous intervention on this issue, but this network’s doctors are notoriously resistant to feedback on their care
Rationale/Purpose/Goals of the initiative To increase proportion of eligible CHF patients on ACEI; to increase physicians’ acceptance of QA data intended to improve their care
Theory/Rational for the intervention design selected Evidence shows that repeated reminders through a variety of sources are most effective in helping clinicians change clinical practices
Programmatic components of the initiative Educational lunch conferences, oversight committee of clinic staff and clinicians formed, monthly chart audits, reminder/alert stickers placed on charts, monthly progress graphs created, token incentives given for “most improved”
Internal programmatic evaluation components (formative and summative) Monitoring ACEI use improvement over time; quarterly provider satisfaction survey
Program history Program initiated October 2008, chart stickers added in February 2009, initiative terminated in May 2011 when funding lost
Evaluation Methods (of intervention)  
Evaluation design Pretest/posttest and time-series analysis (no comparison group); identify the evaluator and his/her connection to program
Outcome measures Proportion of eligible CHF patients whose medication  lists include ACEI; proportion of providers indicating satisfaction with their autonomy, with clinic management, with the quality of care they can perform; qualitative data on provider acceptance of the CHF/ACEI initiative
Data collection methods Augmented sample size of chart audit data already routinely collected as part of the program; added quarterly physician satisfaction survey items drawn from validated instruments, and informal focus groups of physicians and staff
Documentation of program fidelity Retrospective assessment that the  targeted number of charts were audited each month, that feedback reports to providers were generated, that chart stickers were used whenever appropriate and that token incentives were given
Ethical review and funding disclosure Funded by Pfizer; approval by UNC School of Medicine IRB


Results (findings of the evaluation)  
Program fidelity indicators >90% of targeted charts reviewed each month; only 60% of monthly provider feedback reports generated; token incentives stopped in third month due to provider backlash
Outcome data 30% increase in ACEI use (from 40% to 70%), but increases found principally in non-physician providers; non-physician satisfaction rose on all indicators, physician autonomy indicators fell; focus group data revealed intense positive and negative reactions to program
Other and unexpected outcomes QA coordinator required supportive counseling; total program costs averaged $35,000 per year
Review of key findings As above in “Outcome data”; identified barriers and facilitators to implementation
National perspective/congruence with literature Mirrors previous reports of effectiveness of chart audit and chart sticker approach to QI, and mirrors problem of physician resistance to external scrutiny and “forced” change
Inferences Use of data and longitudinal approach with continuous feedback were helpful; perceived encroachment on physician autonomy by non-physician-initiated program fueled backlash
Limitations Program terminated earlier than planned; not all desired satisfaction survey items could be used; reasons for physician resistance not fully identified
Conclusions This QA approach is effective in increasing ACEI use but can cause backlash in some physicians; more effective in non-physicians



Guidelines for writing manuscript / research article for Publication

Author of Article: DR. Gajanan Bhalerao (PT). PhD Scholar, MPTH Neuro, Certified Adult NDT therapist, HOD Physiotherapy & Rehabilitation Dept in Sancheti Hospital Shivajinagar Pune. Associate Professor & HOD  PT in Neuro Rehabilitation  Dept at Sancheti Institute College of Physiotherapy, Shivajinagar Pune

We all want to do good research and publish a paper our paper in scientific journal. But very few of us know how to write a research article. Writing of research paper is called as Manuscript writing. M.U.H.S. Nashik had arranged a workshop in Manuscript writing they and invited editors from Canada and US for training. Fortunately i got opportunity to attend the workshop. I am sharing with you what ever they trained us and given the guidelines for manuscript.


Writing a scientific paper is a creative activity:  designs for no two papers are the exactly the same.  Nevertheless, there is a standard structure to biomedical scientific papers and many common elements, which are described below.  Scientific papers written for other disciplines (e.g., the social sciences) and non-research papers on medical topics have somewhat different structures.

Disclaimer:  no paper will follow all of the “rules” listed.  The art of writing is to know how and when the research question, study design, data, journal, or its readers demand deviation from standard approaches for the sake of clarity, effective communication, and flow.

  1. Anatomy and Physiology of the Paper

Medical research papers have four main sections; an Introduction, Methods, Results, and Discussion.  Each section should be separated by a prominent header (e.g., centered, in capitals and bold).


  1. Introduction is typically short: three to five paragraphs.  Its purpose is to introduce the topic of the study, provide just enough background so the reader understands what the study is about, why it is important, how it fits into the literature, why it uses particular methods, and what its aims and/or purpose are.  Get to the study aims quickly and directly or risk losing the reader’s attention.
  • First paragraph introduces the general topic of the paper and its importance. Don’t go on and on about the general topic or you will lead the reader astray about the actual focus of the paper and bore him/her too.  For example, don’t spend too much time addressing the general importance of pediatric immunizations, if the specific topic of the paper is physician compliance with national pediatric immunization guidelines.  If possible, get to the specific topic of the paper in the first paragraph.
  • The second through fourth paragraphs should (1) introduce or expand on the specific topic of the paper, (2) provide any key definitions the reader will need, (3) describe issues pertinent to the specific topic and/or other topics that will become important in how/why the study is designed the way it is, (4) review the important relevant lesson from the literature, (5) include references to substantiate the points made, and (6) identify a “problem” in the field. This last point is key, as it provides the rationale for the study.  This crucial sentence often contains the words “however. . . .” or “unfortunately. . . .”

In reviewing the

  • Last paragraph gives the study’s aims or goals, stated in one or a few sentences. These are the most important sentences of the paper and should be written first, but often must be tweaked later on.  Typically, the goal statement starts, “The goals of this study are to . . . .”  The rest of the paper can be assessed for relevance against these sentences:  any parts which are not directly related likely should be dropped.  If there are hypotheses, they are often presented immediately following the goal statement (alternatively, they can be specified in the Methods section).  Sometimes this paragraph also gives a prelude to the study design, to prepare/orient the reader.
  1. The key to a good Introduction section is to be brief, crisp, to the point, and linear in reasoning. Save lengthy expositions for the Discussion section.


  1. The Methods should communicate to the reader how you went about addressing your research question. It is usually written in past tense.  It should answer the questions “who” (study population), “what” (what you did), “how” (how did you accomplish it), “why” (explain why key methodological decisions were made the way they were), and sometimes “when” (to explain important time sequences).
  2. The key is to provide enough details for the reader to understand all important issues in the study design without getting bogged down in less important details. As a researcher, you spend most of your time with these details but don’t think that the reader needs or wants to know about them or that the editor will give you the space to address them.  When you write your first research paper, you realize how much of the execution of a study is not reported in journals and, therefore, how much the integrity of medical science rests on the honesty of its researchers and trust that they know what they are doing in the many unreported methodological decisions they make.  If more details will be important to some readers, consider including them as an appendix or providing a statement where this detailed information can be found, which is typically at a web site.
    The goal in writing the Methods section is to provide readers with enough details so that they can feel confident that they understand generally how the study was performed, convinced of the integrity of the study’s design and execution, and replicate the major steps if so inclined.
  3. The typical components of the Methods are described below. It is often helpful to the reader to identify these components with subheadings.  For randomized controlled trials and some other specific types of studies (e.g., assessments of diagnostic and therapeutic tools), there are international consensus documents (e.g., listing the elements of study methods that should be included and how to report them.  Components of the Methods:
  • Introductory sentence or brief paragraph outlining the study’s overall methods (e.g., chart audit or mail survey) and study design (e.g., randomized control trial or cohort study).
  • Describe who the study’s subjects were, how they were identified and recruited, and inclusion/exclusion criteria.  Typically, you should mention how informed consent was handled and report that your IRB reviewed and approved or exempted your study.
    Either in this section or in the beginning of the Results section, report participation/response, refusals, and ineligible rates.  Account for all who dropped out from the study.  The reader should be able to follow the numbers to understand how the subjects for whom data are complete compare to all individuals who were eligible for the study (“sampling frame”) and all individuals who were asked to participate.
  • Data and Data collection. Describe how the study’s data were collected and what the data were.  Describe the methods of data collection:
  • If a questionnaire was used, describe how it was designed, what was learned from any pilot tests, provide test performance parameters for new measures or scales, and describe how mailings were conducted.
  • For clinical studies, describe the mechanics of subject recruitment, specimen gathering and handling, equipment used, and how assays were conducted.
  • For qualitative studies, describe the particular qualitative paradigm used, the interactions between study personnel and subjects, and any interview guides.

In quantitative studies, describe the outcome variables in some detail.  Be certain they can be fully understood by the reader, who will be more interested in these variables than all others.

List any “secondary” data sources, e.g., appended billing data or data from national sources (e.g., community data from the US Census, hospital data from the American Hospital Association’s annual survey) and reference the sources.

  • Data analysis. Describe how the data were analyzed. Describe these analytic methods in the order that their results will be reported in the Results section to follow.  For quantitative studies, describe the statistical methods used to answer the various research questions.  Mention how/why control variables were chosen as they were.  For qualitative studies, describe the process of interpreting the data.
    The analysis section typically ends with four pieces of information:  (1) the statistical software package and version used when newer or complex statistical methods and study designs are employed and which may be handled differently by the various available statistical programs; (2) the level of statistical significance used and, if necessary, why; (3) a statement that the study received approval or exemption from a human subjects committee, and the name of that committee (alternatively, this statement is placed in the Subjects subsection); and (4) any competing interests or indicate that there are none.


  1. Here you report all of the study’s findings. The length of this section varies depending on the amount of data to be presented.  Despite the temptation, save interpretation to the Discussion section.
  • Typically the Results section starts by describing the study population, either in text or a table. The reader needs a clear understanding of who made it into your study.  Typically one provides demographics (age, gender, race, SES indicators) and other general descriptors.
  • Next, provide descriptive statistics characterizing features relevant to the study’s topic (e.g., in a cardiovascular study, the average weight and blood pressure of subjects) and the outcome measures (e.g., report the number of heart attacks or cardiovascular deaths).
  • Finally, present the findings of analyses as they address each of study questions. These are generally between-group comparisons with statistical tests included (e.g., comparison of heart attack rates by age or by weight).  Typically, one provides bi-variate associations first (e.g., t-tests, chi-squares), followed by multivariate (e.g., regression analysis) and subgroup analyses.
  1. Decide which of your findings are better presented in figures or tables rather than the text. Typically, data should be presented where they are easiest to understand and take up less space.  Data presented in tables and figures should not be repeated fully in the text; only the key findings should be highlighted.
    Typically a medical research paper will have five or fewer tables and figures total.  Any more challenges the reader and amount of space the journal will allow.  Keep the tables and figures as simple and relatively easy to understand.  Tables and figures should be able to stand alone, that is the title, headings, and footnotes should allow the reader to understand them without needing to refer back to the text.
  2. When the data are available, add other “side analysis” which test possible interpretations of your main findings and answers various “but what about. . . .” questions that readers are quick to ask. This typically can be done in one short paragraph for each “side analysis” and will strengthen the paper and clarify the interpretation of the findings.  These analyses should be clearly identified as post hoc.
  3. Add headings to subsections within the Results section if they will help orient the reader.


  1. You have most freedom with crafting this section. Length varies.
  2. The Discussion typically starts with a restatement of the study’s goals and the most important findings in summary. The following paragraphs then begin to interpret the findings, discuss their implications, and describe how they relate to the findings of previous studies.  This is your chance to be more expansive, but don’t get too far from your findings.  A common error is to simply restate the findings already given in the Results section.  Instead, the Discussion is where findings are interpreted.
  3. Limitations are typically reported near the end of the Discussion section before the “Conclusions and Implications, and often labeled with a subheading. Alternatively, limitations can be presented at the end of the Results section or early in the Discussion.  Find the place where it distracts least from the paper’s flow.  Ending the paper with limitations weakens the Conclusion subsection and dilutes the study’s message.
    The reader will judge your honesty and therefore, your paper’s integrity by what you “admit to” as a limitation.  Be forthright about the study’s weaknesses; however, only include truly significant limitations and do not provide a laundry list of every possible study weakness.
  4. The paper should conclude with one to a few paragraphs stating the study’s conclusions and implications, often with a subheading “Conclusions” or “Conclusions and Implications”. Include implications for all important relevant parties, e.g., physicians, policy makers, and educators.  Don’t remain insular in your thinking here.  Physician-researchers too often think that their readers are only other physicians.  Anticipate what readers in other fields should learn from your study and communicate this.
    You can address the need for further research in this subsection.  However, don’t conclude the paper with a statement that simply indicates more research is needed, as this tells the most readers—those who are not researchers—that they just wasted their time reading your study, as it was unable to teach them anything other than to wait for the work of others.

 Do’s, Don’ts and Pearls in Writing a Research Paper

  1. Never forget that the object of writing is to communicate. Write plainly.  Avoid words which are needlessly long, obscure, or jargon.  While they may seem like they make you and the paper more erudite, they probably make it less accessible and therefore less influential with the reader.
  2. Decide which journal (or a couple of possible journals) to which you will submit your paper before you begin writing. Get a copy of that journal’s “Instructions for Authors” before hand to guide your choices in constructing the paper.  Ask an experienced colleague to help think through the choice of journals.
  3. Writing a paper is like a putting together a jigsaw puzzle: there are lots of pieces that must be moved around and tried out here and there until the right order becomes clear.  For example, often a point made in the Introduction section fits the flow of the paper better if moved to the Methods or Discussion.  This is part of the “art” of writing.
  4. Footnotes are rarely used in biomedical journals; readers are not accustomed to them and many journals don’t allow them. Instead, fit the information into the text.  Bracket the information if necessary.
    In the paper, directly address issues or questions that will arise for many readers:  don’t leave those “but what about. . . .” questions unanswered or left hanging until answered several pages later.  Unanswered questions will keep readers from being truly convinced of your study’s integrity, the meaning of its findings and its implications.  If possible, deal with these issues earlier in the paper rather than later to remove readers’ doubts so they will accept the remainder of the paper.  Rely on colleague-reviewers to identify these questions that must be answered promptly for readers.
  5. It is usually better to understate than overstate your point. Understating generally gives a more learned tone to your paper.  Avoid hyperbole, dramatic statements and tenuous leaps of faith, as they come over as obvious for what they are, which is unconvincing and often silly.
  6. Reviewing the relevant literature succinctly challenges many writers. In a medical research paper, one usually briefly mentions the lessons or issues from previous studies, then adds a few references to support each point.  This allows the text to flow more smoothly and quickly than naming and describing specific studies and the particulars of their execution.  Provide details only for specific studies that are particularly influential in the field or if they are particularly important to understanding how your study fits into the literature.  Be sure to repeat your literature search as you write your paper:  the search you did when first designing your study is probably out of date.
  7. Ask three to six or more colleagues to review your paper. Learn who among your colleagues makes a good editor, and who provides which perspectives and skills as reviewers then choose individuals with complementary skills.  Learn to value lots of red marks on your papers from your colleague-reviewers:  it shows they care about you and your paper.  If you don’t get this constructive feedback from them, then you are likely to get the feedback they didn’t provide from the journal’s reviewers, perhaps with a rejection decision from the editor.  Every weakness identified by a colleague-reviewer is another chance to improve the paper.  Polish your paper somewhat before asking colleagues for a review:  don’t force them to wade through a rough, half-finished draft unless you have a specific, basic question on which you are looking for feedback early, and if so, tell them the specific area of feedback you need.
  8. When getting feedback from colleague-reviewers, you needn’t take every suggestion made by each reviewer. Use reviewers to point out areas that need more attention, but don’t feel obligated to follow the specific advice the reviewers have provided.  For example, the appropriate response to a recommendation to drop mention of analyses of a certain subgroup may be to do a better job in the text of describing this subgroup and justifying its importance.  If a given issue is pointed out by more than one reviewer, it very likely means that many readers will question this point and it deserves a response.
  9. Don’t hesitate to delete whole paragraphs or remove major themes if it strengthens the paper overall. Be emotionally ready to cut the paper by a third or half if your colleagues or the editor suggest (or opt for a different journal).  Typically there is not enough room in a paper for authors to make all the points they are certain are of earth-shattering importance.  Pare down the points to those most important to the most readers.  One or two messages are all you can hope the reader will carry away from your study and paper.  These most important messages are likely to be lost if you, the author, try to squeeze in more messages of secondary importance.  It is a case of “less is more.”
  • Put real polish on your paper before submitting it for publication. Editors and reviewers look more favorably on manuscripts that require less work from them to get into shape for publication. Ten or twenty drafts on your part may be about right!
  • Whenever possible, let papers sit for a month or longer after they are written before final editing and submission. After getting some distance from your paper, you are more likely to spot its rough areas and find ways to improve it.

List of Journals for publication Physiotherapy related research project

Authors of Article: DR. Gajanan Bhalerao (PT).  Dr. Apurv Shimpi, Dr. Rachana Dabadghav

This the list of journal for physiotherapist who wish to do publication in different research project related to physiotherapy and associate medicine. You can select the journal depending on their scope of the journal and topic of research.

“I believe that every well conducted and well written research project will be able to get published in one or other journal”.- Gajanan Bhalerao

Steps to select journal and submission for publication

  1. Select journal related to topic of research
  2. Please go through the scope of the journal and see if your project suits to the need and readers of the journal.
  3. Learn how to right Manuscript
  4. Give your manuscript for proof reading to someone expert in research and your field of interest.
  5. Read your Manuscript 10 times before submitting it.
  6. Avoid grammatical errors.
  7. First Start applying to the good impact factor journal.
  8. Apply first international journal then Indian journal
  9. Find the fees of journal for submission  and pay it.
  10. If it rejects then correct the suggestions given and then apply to the other journal with lower impact factors.
  11. So don’t give up keep trying every article deserve to get publish. Remember everybody does research to share with the world not just for fun/torture and keep with your self. 

 List of jouranls

  • Advances in Clinical Neuroscience and Rehabilitation (Adv Clin Neurosci Rehabil)
  • Advances in Physiology Education (Adv Physiol Educ)
  • Advances in Physiotherapy (Adv Physiother)
  • Age and Ageing (Age Ageing)
  • American Journal of Respiratory and Critical Care Medicine (Am J Respir Crit CareMed)
  • Annals of Internal Medicine (Ann Intern Med
  • Archives of Physical Medicine and Rehabilitation (Arch Phys Med Rehabil)
  • Arthritis Research and Therapy (Arthritis Res. Ther.)
  • Asian Journal of Sports Medicine (Asian JSports Med)
  • Asian Spine Journal.
  • Australian Journal of Physiotherapy (Aust J Physiother)
  • Biomed Central (BMC) Women’s Health
  • BMC Geriatrics
  • BMC Musculoskeletal Disorders (BMC Musculoskelet Disord)
  • British Journal of Physical Medicine (Br J Phys Med)
  • British Journal of Sports Medicine.
  • British Medical Journal (Br Med J) / (BMJ)
  • Chest (Chest)
  • Clinical Biomechanics (Clin Biomech)
  • Clinical Journal of Pain (Clin JPain)
  • Clinical Medicine Insights: Arthritis and Musculoskeletal Disorders.
  • Clinical Rehabilitation (Clin Rehabil)
  • Community Medicine (Community Med)
  • Critical Care (Crit Care)
  • Current Reviews in Musculoskeletal Medicine
  • Diabetes Therapy
  • European Journal of Pain (Eur J Pain)
  • European Journal of Pediatrics
  • European Spine Journal.
  • Experimental Diabetes Research
  • Foot and Ankle Specialist
  • Health and Quality of Life Outcomes (Health Qual Life Outcomes)
  • Health and Social Service Journal (Health Soc Serv J)
  • Health Statistics Quarterly (Health Stat Q)
  • Hong Kong Physiotherapy Journal – English
  • Indian Journal of Chest Diseases and Allied Sciences (Indian JChest Dis Allied Sci)
  • Indian Journal of Community Medicine (India)
  • Indian Journal of Medical Research
  • Indian Journal of Pediatrics
  • Indian Journal of Physiotherapy & Occupational Therapy
  • Injury (International Journal of the Care of the Injured)
  • Integrated Blood Pressure Control (Integr Blood Press Control)
  • International Journal of Adolescent Medicine and Health
  • International Journal of Medical Sciences.
  • International Journal of Pediatrics.
  • International Journal of Quality in Health Care
  • International Journal of Rehabilitation Research(official Journal of the European Federation for Research in Rehabilitation)
  • International Journal of Sports Physical Therapy (Int JSports Phys Ther)
  • International Journal of Stroke (Int JStroke)
  • International Journal of Therapy and Rehabilitation (Int J Ther Rehabil)
  • International Journal of Women’s Health.
  • International Journal of Yoga (Int J Yoga)
  • International Journal of Yoga Therapy (Int J Yoga Therap)
  • International Osteoporosis
  • International Quarterly of Community Health Education
  • ISRN Pediatrics (International Scholarly Research Network)
  • Journal of Aging and Physical Activity
  • Journal of Aging Research
  • Journal of Applied Physiology J Appl Physiol
  • Journal of Association of Chartered Society of Womens’ Health
  • Journal of Athletic Training
  • Journal of Back and Musculoskeletal Rehabilitation
  • Journal of Biomechanics (J Biomech)
  • Journal of Brachial Plexus and Peripheral Nerve Injury
  • Journal of Cardiopulmonary Rehabilitation and Prevention
  • Journal of Chronic Obstructive Pulmonary Disease
  • Journal of Clinical Neuromuscular Disease (J Clin Neuromuscul Dis)
  • Journal of Community Health
  • Journal of Exercise Physiology Online (J Exerc Physiol Online)
  • Journal of Foot and Ankle Research
  • Journal of Geriatric Physiotherapy
  • Journal of Manipulative and Physiological Therapeutics (J Manipulative Physiol Ther)
  • Journal of Manual and Manipulative Therapy (J Man Manip Ther)
  • Journal of Medical Sciences
  • Journal of Multidisciplinary Healthcare (J Multidiscip Healthc)
  • Journal of Musculoskeletal Pain (J MusculoskeletPain)
  • Journal Of Neurologic Physical Therapy (Neurology report)
  • Journal of Obesity
  • Journal of Occupational Rehabilitation
  • Journal of Orthopaedic and Sports Physical Therapy (J Orthop Sports Phys Ther)
  • Journal of Osteoporosis.
  • Journal of Pain (JPain)
  • Journal of Pain Management (JPain Manag)
  • Journal of Pain Research (JPain Res)
  • Journal of Pediatric Rehabilitation Medicine.
  • Journal of Physical Therapy ISSN: 2079-0015 Online 2079-9209
  • Journal of Physical Therapy Science – English version
  • Journal of Physiotherapy – Australian Physiotherapy Association (J Physiother)
  • Journal of Rehabilitation Medicine (J Rehabil Med)
  • Journal of Rehabilitation Research and Development (J Rehabil Res Dev)
  • Journal of Spinal Cord Medicine.
  • Journal of Spinal Disorders (J Spinal Disord)
  • Journal of Spine (JSpine)
  • Journal of Sport Rehabilitation
  • Journal of Sports Science and Medicine (J Sports Sci Med)
  • Journal of Sports Sciences
  • Journal of Women and Aging
  • Journal of Women’s Health
  • Journal of Women’s Health Physical Therapy (J Womens Health Phys Therap)
  • Lancet(Lancet)
  • Lung India (Lung India)
  • Manual Therapy (Man Ther)
  • Medicine and Sport Science
  • MS in Focus (MS in focus)
  • Neurointervention
  • Neurotherapeutics
  • New Zealand Journal of Physiotherapy
  • Obesity Facts (The European Journal Of Obesity)
  • Open Sports Sciences Journal (OpenSports Sci J)
  • Osteoporosis International
  • Pain
  • Pain Clinical Updates
  • Pain Management (PainManag)
  • Pain Research & Treatment (PainRes Treat)
  • Paraplegia
  • Parkinson’s disease.
  • Pediatric Obesity
  • Pediatric Physical Therapy (Pediatr Phys Ther)
  • Pediatric Rehabilitation
  • Physical and Occupational Therapy in Pediatrics. (Phys Occup Ther Pediatr)
  • Physical medicine and Rehabilitation
  • Physical Therapy (Phys Ther) (APTA)
  • Physical Therapy Review (Phys Ther Rev)
  • Physician and Sports Medicine
  • Physiotherapy – Journal of the Chartered Society of Physiotherapy
  • Physiotherapy (Physiotherapy – Journal of the Indian Association of Physiotherapists)
  • Physiotherapy Canada (Physiother Can)
  • Physiotherapy Frontline
  • Physiotherapy Research International (Physiother Res Int)
  • Physiotherapy Review (Physiotherap Rev)
  • Physiotherapy Theory and Practice (Physiother Theory Pract)
  • Primary Care Diabetes
  • Primary care Respiratory Journal
  • Rehab Management
  • Rehabilitation Research and Practice
  • Research in Sports Medicine (ResSports Med)
  • Respiratory Research ( Res.)
  • Rheumatology
  • Scoliosis
  • SMARTT (Sports Medicine Arthroscopy Rehabilitation Therapy and Technology)
  • Spinal Cord
  • Spine (Spine)
  • Spine Journal (SpineJ)
  • Sport Journal
  • Sports Health
  • Stroke
  • Stroke Research & Treatment (StrokeRes Treat)
  • Synapse
  • The Internet Journal of Allied Health Sciences and Practice (IJAHSP)
  • The Open Respiratory Medicine Journal
  • Therapeutic Advances in Musculoskeletal Disease
  • Women and Therapy

Journal indexed by SCOPUS

  • ACSM’s Health and Fitness Journal.
  • Acute Pain
  • Advances in Medical Sciences
  • American Journal of Physical Therapy and Rehabilitation
  • Archives of Osteoporosis
  • Biology of Sport
  • Canadian Journal of Respiratory Therapy
  • Clinical Journal of Sports Medicine
  • Clinical Rehabilitation
  • European Journal of Pain Supplements
  • European Journal of Sport Science
  • European Review of Aging and Physical Activity.
  • Exercise and Sport Sciences Reviews
  • Family and Community Health
  • Foot and Ankle Clinics
  • Foot and Ankle International
  • International Journal of Adolescence and Youth
  • International Journal of Diabetes in Developing Countries
  • International Journal of Physiotherapy and Rehabilitation
  • Journal of Exercise Science and Fitness
  • Journal of Men’s Health.
  • Journal of Musculoskeletal Research
  • Journal of Strength and Conditioning Research
  • Journal of Stroke and Cerebrovascular Disease
  • Medicine and Science in Sports and Exercise
  • Neurorehabilitation and Neural Repair.
  • Obesity and Weight Management
  • Obesity Research and Clinical Practice
  • Online Journal of Health and Allied Sciences
  • Pain Research and Management
  • Physical and Occupational Health in Geriatrics
  • Physiotherapy Singapore
  • Sports Biomechanics (International Society of Biomechanics in Sports)
  • Sports Medicine and Arthroscopy Review
  • Strength and Conditioning Journal
  • The Foot
  • The Journal of Head Trauma Rehabilitation
  • The Open Pain Journal


Journal indexed by MEDLINE

  • Adapted Physical Activity Quarterly
  • American Journal of Sports Medicine
  • Brain Injury
  • Clinics in Chest Medicine
  • Clinics in Sports Medicine
  • Developmental Neurorehabilitation
  • Diabetes Research and Clinical Practice
  • Disability and Rehabilitation
  • Disability and Rehabilitation Assistive Technology
  • Ergonomics
  • European Journal of Physical and Rehabilitation Medicine
  • Expert Review of Cardiovascular Therapy
  • Gait and Posture
  • Health Care for Women International
  • Healthcare for Women International
  • Hip International
  • Hong Kong Medical Journal
  • Human Movement Science
  • Human Movement Science
  • Indian Journal of Medical Sciences
  • Injury Prevention
  • International Journal of Health Care Quality Assurance
  • International Journal of Injury Prevention and Safety Promotion
  • International Journal of Obesity
  • International Journal of Pediatric Obesity
  • International Journal of Sports Medicine
  • International Journal of Sports Physiology and Performance
  • Joint Bone Spine
  • Journal of Adolescence
  • Journal of Adolescent Health
  • Journal of Aging and Health
  • Journal of Diabetes and its Complications
  • Journal of Electromyography and Kinesiology.
  • Journal of Pain and Symptom Management
  • Journal of Pain and Symptom Management.
  • Journal of Pediatric Health Care.
  • Journal of Pediatrics and Child Health
  • Journal of Prevention and Intervention in the Community
  • Journal of Sports Medicine and Physical Fitness
  • Movement Disorders
  • Multiple Sclerosis Journal
  • Musculoskeletal Care
  • Neuromuscular Disorders
  • Neurorehabilitation
  • Neurorehabilitation and Neural Repair
  • Obesity
  • Pain Medicine
  • Pain Practice
  • Pediatrics International
  • Physical Medicine and Rehabilitation Clinics of North America
  • Physical Therapy (Phys Ther)
  • Physical Therapy in Sport (Phys Ther Sport)
  • Research Quarterly for Exercise and Sports
  • Scandinavian Journal of Medicine and Science in Sports
  • Sports Medicine
  • The Knee
  • Topics in Stroke Rehabilitation
  • Women and Health
  • Women’s Health Issues


Journal indexed by EMBASE

  • British Journal of Diabetes and Vascular Disease
  • Current Pediatrics Research
  • Current Women’s Health Reviews
  • Hong Kong Journal of Pediatrics
  • International Journal of Chronic Obstructive Pulmonary Disease (Int J Chron Obstruct Pulmon Dis)
  • Journal of Hand Therapy
  • Journal of Human Kinetics
  • Motor Control
  • Neurological Sciences
  • Open Pain Journal
  • Pediatric Exercise Science
  • Scandinavian Journal of Pain
  • Science and Sports
  • Science and Sports
  • The Foot (The International Journal of Clinical Foot Science)
  • Topics in Spinal Cord Injury Rehabilitation

Journal indexed by CINHAL

  • American Journal of Physical Medicine and Rehabilitation
  • Athletic Training and Sports Health Care: The Journal for Practicing Clinicians
  • Canadian Journal of Diabetes
  • Cardiopulmonary Physical Therapy Journal
  • Clinical Medicine Insights: Pediatrics
  • Clinical Medicine Insights: Women’s Health
  • Fitness and Performance Journal
  • Hand Therapy
  • Healthy Ageing and Clinical Care in Elderly
  • International Journal of Athletic Therapy and Training
  • International Journal of Child and Adolescent Health
  • International Journal of Child Health and Human Development
  • International Journal of Disability and Human Development
  • International Journal of Therapy and Rehabilitation (Old Title: British Journal of Therapy and Rehabilitation
  • International SportMed Journal
  • Isokinetics and Exercise Science
  • Journal of Applied Biomechanics
  • Journal of Applied Gerontology
  • Journal of Hand Therapy
  • Journal Of Head Trauma Rehabilitation
  • Physical Therapy Reviews

Not on Pub Med:

  1. Athletic Training Education Journal
  2. Clinical Journal of Pain for Healthcare Professionals and Patients
  3. Clinical Pediatrics
  4. Current Sports Medicine Reports
  5. Current Sports Medicine Reports (Curr Sports Med Rep)
  6. Diabetes Care
  7. Disability, CBR and Inclusive Development
  8. Geriatrics
  9. International Journal of Men’s Health
  10. Journal of Yoga & Physical Therapy
  11. Multidisciplinary Association of Spinal Cord Injury Professionals
  12. Physical Therapy in Sport
  13. Physician and Sports Medicine Online
  14. Physioscience(Germany)
  15. Physiotherapy Singapore
  16. Physical and Occupational Therapy in Geriatrics
  17. Topics in Geriatric Rehabilitation

Kindly refer for more journals & details on Pub Med, Medline, Cochrane & on other sites for Indexed Journals & Free journals to India.

109 60 11.2


  1. Pubmed
  2. Medline
  6. SPORTdiscus
  7. Sciencedirect

Harvard Guide to Using Sources: How to Avoid Plagiarism

Author of article:

DR. GAJANAN BHALERAO (PT), PhD Scholor, MPTH NEURO, Certified Adult NDT therapist. HOD Physiotherapy & Rehabilitation Dept in Sancheti Hospital Shivajinagar Pune

Associate Professor & HOD  PT in Neuro Rehabilitation  DEPT at Sancheti Institute College of Physiotherapy, Shivajinagar Pune

Maharashtra University of health Sciences Nashik had organised the 7 days Research methodology course  at Nashik from 16/04/2015- 22/04/2015. In the workshop we  been stressed on to avoid plagiarism during research article writing. So some of the PhD scholar of workshop Ashwin Jawdekar  PhD Scholar (Community Medicine)  TNMC Mumbai  shared the link of Harvard Guide to Using Sources:How to Avoid Plagiarism. I liked the information so sharing with you all.

In the google group Dr. Prathamesh Kamble, B J Government Medical college, Pune  said that , -I have gone through the article. What I understood NEW about the plagiarism is ‘ it is not only taking over the written words of another but also ideas, methods, explanations, theory, a conclusion, a hypothesis, a metaphor, image or, anything of this sort without acknowledgment and with the intention that they be taken as the work of the deceiver.”

How to avoid it:

  • ALWAYS acknowledge the contributions of others and the source of his/her ideas.
  • Any verbatim text taken from another author must be enclosed in quotation marks.
  • patchwriting or paraphragiarism: Copying a portion of text from one or more sources, inserting and/or deleting some of the words, or substituting some words with synonyms, but never giving credit to its author nor enclosing the verbatim material in quotation marks, is also a type of plagiarism. This also should be avoided.
  •  Whether we are paraphrasing or summarizing, condensing, in our own words we must always identify the source of our information.
  • When summarizing or condensing others’ work we must not tamper the exact meaning of the other author’s ideas or facts.
  • While summarizing or condensing we must have a thorough understanding of the ideas and terminology being used.
  • It is our ethical responsibility to readers, and to the author/s from whom s/he is borrowing, to respect.

Thank u for ur initiative and then this enlightenment.

I m herewith attaching the file ‘Harvard Guide to Using Sources:How to Avoid Plagiarism.’ This article has more  practical points to avoid plagiarism, specially for those who are about to start the research, as in the case with everyone of us. I ve also highlighted, underlined and colored the points which I think are important.

I request everyone to plz go through it and lets have your views and discussions.

I also want to add here, that after the discussion with faculties and the colleagues during the workshop, I have started using ‘Mendeley desktop software’ for literature review and reference manager. I think this is very good software which can help us to avoid plagiarism as discussed in the article I have attached.

For Details please click here – Harvard Guide; How to avoid plagiarism

for web site -



Author of article:

DR. GAJANAN BHALERAO (PT), PhD Scholor, MPTH NEURO, Certified Adult NDT therapist. HOD Physiotherapy & Rehabilitation Dept in Sancheti Hospital Shivajinagar Pune

Associate Professor & HOD  PT in Neuro Rehabilitation  DEPT at Sancheti Institute College of Physiotherapy, Shivajinagar Pune



  • What is evidence based practice?
  • What is the need for it?
  • What is Level of evidence?
  • How to read a evidence, interpret and apply in clinical practice?
  • What are the evidences in management of cerebral palsy?
  • Which are the of evidence requires more evidence & why?

Evidence Based Practice

  • Evidence-Based Practice (EBP) is a thoughtful integration of the best available evidence, coupled with clinical expertise.
  • An approach to decision making in which the clinician uses the best available evidence to decide which treatment option suits the patient.
  •  Addresses healthcare questions with an evaluative and quantitative approach.


LEVEL I Randomized Control Trial (RCT)

Systematic Review (with homogeneity*) of RCTsLEVEL IICohort study /low

quality RCT

Systematic Review  (with homogeneity*) of cohortLEVEL IIICase-Control Study (CCT)

Systematic Review  (with homogeneity*) of case control StudiesLEVEL IVCase-series (and poor quality cohort

and case-control studies)LEVEL  VExpert opinion


—For the child with CP the main aim of therapy should be to improve their quality of life with three general aims of:

1) Increasing or improving the skill repertoire

2) Maintaining functional level and general management

3) Minimization of musculoskeletal impairments contractures and deformities.

Common interventions usually address

  • —Reduction of the effects of abnormal muscle/postural tone,
  • —Musculoskeletal problems (muscle weakness and muscle length),
  • —Working for activity in a functional context
  • Providing opportunities for practice.
  • —Activity-based approaches aim to prevent secondary musculoskeletal impairments and maximise physical functioning, foster cognitive, social and emotional development of the child and develop, maintain and perhaps restore neural structures and pathways.

Topic to be covered in the article are



3.Treadmill training; 6 articles (all studies)

4.Balance training

5.Neuromuscular stimulation






11.Virtual reality

12.Frequency of physiotherapy; 4 articles (all studies)



15.Conductive education

16.Medical managment

17.Orthotic management

for details please click here EVIDENCE BASED MANAGEMENT OF CP

also check these attachment

Motor control evidence based practice

TaskSpecificTraining week 2 motor control 1 (1)



Paraplegic walking marathon attempt to break his own record


Author of article:

DR. GAJANAN BHALERAO (PT), PhD Scholor, MPTH NEURO, Certified Adult NDT therapist. HOD Physiotherapy & Rehabilitation Dept in Sancheti Hospital Shivajinagar Pune

Associate Professor & HOD  PT in Neuro Rehabilitation  DEPT at Sancheti Institute College of Physiotherapy, Shivajinagar Pune


One of my paraplegic patient Mr Akash Kumbhar  had a accident eight years back due to which  had a spinal cord injury at L1, L2 due to which he became paraplegic. He had walked a distance of 42.5 km in 12 days in 2012 which was a Indian record book & 25th Limca book of records 2014 in human story category.

Akash Kumbhar who changed the meaning of mobility, a 29 year old who has created new horizons of hope for those who think their life has no value. Akash lost power in his both the legs when he met with an accident on 20th August, 2006. Next day he was operated for the same and continued his hospital stay for 12 days where he received medical and physiotherapy management. After discharge he continued basic physiotherapy treatment at home only in the form of bed mobility and approximately 15 to 20 minutes of wheelchair sitting. He was given a pair of Knee Ankle Foot Orthosis (KAFO) which he used only for few days and due to postural hypotension in upright position he stopped standing attempt. Afterwards family members took care of him. So, he was bed ridden for 5 years and tolerated only 30 to 60 minutes of wheelchair sitting.

Such a long period of recumbence, bought in a sense of irritation and depression in him.
Secondary to bed recumbence, he developed complications like grade 3 bed sore which remained for 4 years.

He visited many doctors in the 5 years but to no avail. He couldn’t see a ray of hope anywhere.

It’s said that, life throws obstacles at times when we try to attempt a sky ride. So was it for our 29 year old Akash?

Like a silver lining behind a dark cloud, he saw the suggestion given by a friend and came to Sancheti Hospital. He consulted Dr. Rajas Deshpande, a Neurophysician who referred him to Dr. Gajanan Bhalerao (PT), a Neurophysiotherapist for his physiotherapeutic treatment.

He came to the physiotherapy department, where he was evaluated and treatment plan was designed for him. His treatment objective was to train for bed mobility, transfer activities, sit to stand with walker and walking with KAFO and walker with community wheelchair ambulation. He made him stand with the help of a pair of KAFOs in parallel bars or with walker. Akash took 3-4 steps initially. First he was made to walk in closed environment under therapist supervision and then gradually progressed in open environment in community under supervision of caretaker. He was advised to walk at home and in community for daily lifestyle needs. He progressed with increasing the distance every day. Knowing the kind of positive urge that Akash holds towards making the best of his handicap, he practiced more at home to show people who lacked belief in him. PT rehabilitation continued for 6 months.
In the month of April 2012 he read the story of this lady named, Claire Lomas in the newspaper. Claire and that got him inspired to achieve a memorable milestone in his life just as she did.

Then again he visited Sancheti Hospital Physiotherapy Department, this time not only for rehabilitation purpose but also with a desire to participate in the marathon. For which he underwent intense practice sessions for 6 months. He first attempted his walk on the road for half an hour on 2nd December 2012. This gave him the confidence to walk the marathon that he did.

The whole program of walking was planned with help of Sancheti Hospital, Shivaji Nagar pune. He was provided with 2-3 therapists and one ambulance for next 12 days. He used to come to hospital daily around 6.30am from where the team used to go the place where they stopped last day and again continue  the walk from that point for next 3-4 km. He was advised to stop and record the vital parameters after every 1 km. If they are in normal limits thy next walk will be continued. And if they are abnormal parameters noted they were advised to stop that day’s walk and come back to hospital. He was accompanied by two physiotherapists.


In December 2014  he  broke his own record y walking 42.195 Km Marathon  in 7 days. He started his walk on 1st  December 2014 and completed on 7th December 2014.He walked on the route ( of 29th Pune international  marathon 2014 (


As per the decided regulation, Akash had to walk 6-8 kms each day, following the same route as that of the 29th Pune International Marathon. Depending on his strength and motivation, average distance covered was approximately 6 kms to 8 kms/day. He was given appropriate rest periods and there was a careful monitoring with which he successfully completed a 42.5 km marathon in 7 days on day of 29th Pune international  marathon 2014, 7th Decemebr 2014 at  Neharu stadium Pune.

Now his  work is recognized by

World record India


25th Limca book of records 2014 in human story category.


Unique world records


Physiotherapy and rehabilitation department of  Sancheti hospital was helping him with this noble cause by providing him physical therapist throughout the whole marathon walk. Thanks to Dr. Parag Sancheti Chairman and Medical director Sancheti hospital and  Mrs Manisha Sanghavi Executive director Sancheti healthcare academy for her support through out  the event.


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