Comparison of force development strategies of spinal manipulation used for thoracic pain

Learning spinal manipulation: A best-evidence synthesis of teaching methods*

“…1,3,4,5,[8][9][10][11][12][13][14][15][16][17][18][19][20] These teaching methods may be implemented into the core curriculum of the doctor of chiropractic program as teaching aids to maximize student retention, performance, and acquisition of skills necessary to effectively utilize SMT as a therapeutic technique. 1,3,4,5,[8][9][10][11][12][13][14][15][16][17][18][19][20] These teaching aids have a place in the future of chiropractic education and can help students develop their skills most effectively while minimizing the risk of injury from the current methods utilized for teaching. 6 This literature review attempts to showcase the importance of incorporating various forms of teaching aids into the core curriculum of a chiropractic education.…”

“…Future research is necessary to determine if these methods have the potential to translate into better clinical outcomes for patients. 1,3,4,5,[8][9][10][11][12][13][14][15][16][17][18][19][20] Advantages in the educational process of learning and performing SMT may be attained with the integration of teaching methods such as instrumented CPR manikins, TMC manikins, padded contact with load cells, instrumented treatment tables, or Dynadjust instruments as outlined in this review of the chiropractic core curriculum. It is possible earlier acquisition of spinal manipulation skills may result in improvement in clinical outcomes related to patient care and safety and foster a strong foundation to optimize clinical training during the internship years of chiropractic education.…”

“…It is possible earlier acquisition of spinal manipulation skills may result in improvement in clinical outcomes related to patient care and safety and foster a strong foundation to optimize clinical training during the internship years of chiropractic education. 1,3,4,[7][8][9][10][11][12][13][14][15][16][17][18][19][20] Practicing SMT techniques by incorporating the various teaching methods identified in this study could also minimize the risk of injuries that may occur while students practice spinal manipulations on classmates during chiropractic education. 5 In summary, the evidence presented does not offer a comparison or suggest a clearly superior form of teaching method to be applied as a gold standard for incorporation into the core curriculum of doctor of chiropractic programs.…”

“…Several articles have shown the effectiveness of these teaching methods in the learning experience of chiropractic students. 1,[3][4][5][6][8][9][10][11][12][13][14][15][16][17][18][19][20] The purpose of our literature synthesis review was to evaluate the effectiveness of various teaching methods used to teach SMT procedures in chiropractic students as a population.…”

Type of technique used on dorsal spine makes no difference to neck outcomes

“…Spinal manipulative therapy-specific changes in pain sensitivity in individuals with low back pain (NCT01168999 Joint position, direction, velocity, duration, and force amplitude are biomechanical features of spinal manipulation, but the impact of this variability on biological mechanisms that may contribute to the clinical effects remain unknown. 1,2 Casanova-Méndes et al 3 designed a double-blind, randomised trial to compare the short term effects of two different high-velocity low-amplitude techniques targeted to the T4 area in participants with chronic non-specific neck pain. Sixty participants were randomly distributed in two groups: one receiving a Dog techniquedknown as the Kirksville crunch in the USAdwith participants in supine position (n¼30), and the second receiving a Toggle-Recoil techniquedas described by chiropractor McTimoneydwith participants in prone position (n¼30).…”