Effectiveness of Two Forms of Feedback on Training of a Joint Mobilization Skill by Using a Joint Translation Simulator

Chang, Ju-Ying; Chang, Guan‐Liang; Chien, Chia-Jen Chang; Chung, Kao‐Chi; Hsu, Ar-Tyan

doi:10.2522/ptj.20060154

Cited by 50 publications

(44 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Three studies used human participants who received the mobilization; 12,14,15 two used mechanical simulators. 13,16 These studies found that using concurrent or terminal feedback provided by the simulator helped PT learners to apply more accurate and consistent force during mobilizations [12][13][14][15][16] with less variability; 12 results were maintained 5 days 13 and 1 week after the intervention. 14 Only one study examined the long-term retention of the manual therapy skills, which was poor at 3-month follow-up.…”

Section: Data Synthesis and Analysismentioning

confidence: 97%

“…Five studies examined simulation models to facilitate skill development in manual therapy mobilizations, four of which focused on performing a posterior-anterior (PA) lumbar spine mobilization [12][13][14][15][16] while the fifth simulated glenohumeral joint mobilization. In these studies, a simulator was used to quantify the mobilization forces by measuring the mean force exerted by the student through the plinth onto a force plate.…”

Section: Data Synthesis and Analysismentioning

confidence: 99%

See 1 more Smart Citation

Use of Simulation Learning Experiences in Physical Therapy Entry-to-Practice Curricula: A Systematic Review

Mori

Carnahan

Herold

2015

Physiotherapy Canada

View full text Add to dashboard Cite

Purpose: To review the literature on simulation-based learning experiences and to examine their potential to have a positive impact on physiotherapy (PT) learners' knowledge, skills, and attitudes in entry-to-practice curricula. Method: A systematic literature search was conducted in the MEDLINE, CINAHL, Embase Classic+Embase, Scopus, and Web of Science databases, using keywords such as physical therapy, simulation, education, and students. Results: A total of 820 abstracts were screened, and 23 articles were included in the systematic review. While there were few randomized controlled trials with validated outcome measures, some discoveries about simulation can positively affect the design of the PT entry-to-practice curricula. Using simulators to provide specific output feedback can help students learn specific skills. Computer simulations can also augment students' learning experience. Human simulation experiences in managing the acute patient in the ICU are well received by students, positively influence their confidence, and decrease their anxiety. There is evidence that simulated learning environments can replace a portion of a full-time 4-week clinical rotation without impairing learning. Conclusions: Simulation-based learning activities are being effectively incorporated into PT curricula. More rigorously designed experimental studies that include a cost-benefit analysis are necessary to help curriculum developers make informed choices in curriculum design.Key Words: education; patient simulation; physical therapy specialty; students; systematic review. RÉ SUMÉObjectif : Examiner les publications sur les expé riences d'apprentissage par la simulation afin de dé terminer si ces expé riences peuvent avoir un effet positif sur les connaissances, l'attitude et les compé tences des é tudiants en physiothé rapie dans un programme de formation au niveau dé butant. Mé thode : Une recherche systé matique a é té effectué e dans les publications des bases de donné es MEDLINE, CINAHL, Embase Classic+Embase, Scopus et Web of Science, à l'aide des mots-clé s tels physiothé rapie, simulation, é ducation et é tudiants. Ré sultats : Un total de 820 ré sumé s ont é té examiné s et 23 articles ont é té inclus dans l'examen systé matique. Bien qu'il y ait eu peu d'essais contrô lé s randomisé s avec des mesures de ré sultats validé es, certaines dé couvertes au sujet de la simulation peuvent avoir un effet positif sur la conception des programmes de formation au niveau dé butant en physiothé rapie. L'utilisation de simulateurs pour fournir des donné es de ré troaction pré cises peut aider les é tudiants à acqué rir des compé tences spé cifiques. Les logiciels de simulation peuvent é galement optimiser l'expé rience d'apprentissage des é tudiants. Les expé riences de simulation humaine pour la gestion des patients en soins de courte duré e dans une unité de soins intensifs sont reç ues favorablement par les é tudiants, leur donnent plus d'assurance et diminuent leur anxié té . Des preuves portent à conclure que les e...

show abstract

Section: Data Synthesis and Analysismentioning

confidence: 97%

Section: Data Synthesis and Analysismentioning

confidence: 99%

Use of Simulation Learning Experiences in Physical Therapy Entry-to-Practice Curricula: A Systematic Review

Mori

Carnahan

Herold

2015

Physiotherapy Canada

View full text Add to dashboard Cite

show abstract

“…In the study by Lee, Moseley, and Refshauge (1990), the concurrent feedback group also outperformed the no-feedback group (Lee et al, 1990). Chang, Chang, Chien, Chung, and Hsu (2007) reported that subjects benefited equally from terminal and concurrent feedback . Indeed, these studies in physical therapy showed that concurrent feedback can contribute to enhancement of motor learning.…”

Section: Visual Feedback In Complex Tasksmentioning

confidence: 99%

Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review

et al. 2012

View full text Add to dashboard Cite

It is generally accepted that augmented feedback, provided by a human expert or a technical display, effectively enhances motor learning. However, discussion of the way to most effectively provide augmented feedback has been controversial. Related studies have focused primarily on simple or artificial tasks enhanced by visual feedback. Recently, technical advances have made it possible also to investigate more complex, realistic motor tasks and to implement not only visual, but also auditory, haptic, or multimodal augmented feedback. The aim of this review is to address the potential of augmented unimodal and multimodal feedback in the framework of motor learning theories. The review addresses the reasons for the different impacts of feedback strategies within or between the visual, auditory, and haptic modalities and the challenges that need to be overcome to provide appropriate feedback in these modalities, either in isolation or in combination. Accordingly, the design criteria for successful visual, auditory, haptic, and multimodal feedback are elaborated.

show abstract

“…A control group receiving no feedback was not included in the study design, because it has been previously demonstrated that practice with concurrent feedback is better than no feedback. 9,32,50 Students attended a single practice session at which data were recorded for 10 seconds without feedback, and the average over the 10-second period was calculated for each force parameter. Data were recorded for each student pretest (before any feedback was given), followed by 12 practice trials of 30 seconds of grade II central PA mobilization to the L3 vertebra (while receiving feedback).…”

Section: Procedures and Data Collectionmentioning

confidence: 99%

“…15,17,32,39,50,54 However, comparisons between studies are difficult due to the variety of feedback methods and tasks examined. Chang et al 9 investigated types of feedback (concurrent versus terminal) for students learning joint mobilization and found that both types enhanced performance but neither was superior. Consistent with this, students in the self-controlled group of the current study chose a mixture of concurrent and terminal feedback, with 62.9% of all students reporting that they preferred to receive both types of feedback (TABLE 3).…”

Section: Feedback and Manual Therapymentioning

confidence: 99%

Learning Lumbar Spine Mobilization: The Effects of Frequency and Self-Control of Feedback

Sheaves¹,

Snodgrass²,

Rivett³

2012

J Orthop Sports Phys Ther

View full text Add to dashboard Cite

Effectiveness of Two Forms of Feedback on Training of a Joint Mobilization Skill by Using a Joint Translation Simulator

Cited by 50 publications

References 31 publications

Use of Simulation Learning Experiences in Physical Therapy Entry-to-Practice Curricula: A Systematic Review

Use of Simulation Learning Experiences in Physical Therapy Entry-to-Practice Curricula: A Systematic Review

Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review

Learning Lumbar Spine Mobilization: The Effects of Frequency and Self-Control of Feedback

Contact Info

Product

Resources

About