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Despite the many advances in diagnostics, the clinical assessment of children with hypotonia presents a diagnostic challenge for clinicians due to the current subjectivity of the initial clinical assessment. The aim of this paper is to report on an evidence-based clinical algorithm (EBCA) that was developed for the clinical assessment of hypotonia in children as part of the output of a multiphased study towards assisting clinicians in more accurate assessments. This study formed part of a larger advanced mixed methods design. The preceding phases of the study included a systematic review, a survey amongst clinicians, a consensus process (Delphi technique), and a qualitative critique with multiple focus groups. Samples were drawn from three professional groups (occupational therapists, physiotherapists, and paediatricians). Data were analysed at each stage and merged in the development of the EBCA. The EBCA followed a rigorous process of development and critique. The methods for formulating changes in the revision and development of the EBCA are presented together with a description and presentation of the final algorithm for practice. The overarching concepts that guided the development and refinement of the EBCA are described, taking into consideration knowledge translation, evidence-based practice, and the value of EBCAs in addition to recommendations for stakeholder uptake. The EBCA is envisaged to be useful in practice for clinicians who are faced with the assessment of a child that is suspected as having hypotonia via a systematic process in identifying specific characteristics that are associated with low muscle tone.

Over the past two decades there has been little change in the entry requirements for undergraduate studies at the South African universities. A particular difficulty in the selection of health sciences students by the universities in South Africa is the ability to predict success, as a substantial amount of knowledge, abilities, and skills are required by the health sciences professions of their graduates. Notwithstanding this, there is evidence to both support and refute pre-admission academic grades as reliable predictors of academic success. The aim of this study was to investigate whether matriculation points (grade point average) could be used as a predictor to determine successful completion of the Bachelor of Occupational Therapy (BOccTh) degree at the University of KwaZulu Natal. A retrospective review of the records of 103 BOccTh student who entered the course between 2005 and 2010 was conducted. Analysis of the year of entry, year of graduation, matriculation point average, number of years taken to complete the degree and degree averages was carried out. It was found that graduates with lower matriculation scores took longer to complete their degrees than those with higher matriculation scores. Graduates with higher matriculation scores had a higher degree average. The results suggest that matriculation scores may be used as a predictor of degree averages; however the authors view this finding with caution due to various confounding factors.