Effects of Visual Feedback on Manipulation Performance and Patient Ratings

Triano, John J.; Scaringe, John; Bougie, Jacqueline D.; Rogers, Carolyn

doi:10.1016/j.jmpt.2006.04.014

Cited by 45 publications

(60 citation statements)

References 13 publications

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“…The results of PAL appear comparable to those offered by health-care professionals [1][2][3][4][5][6], but there exist some doubts concerning the universality of the results when applied to more complicated bimanual skills and learning objectives that necessitate high levels of sensory/motor coordination and confidence [3,4]. Viewed from a motor learning perspective, SM performance is a demanding bimanual task that requires confidence [7]. Characterised by a dynamic thrust of high velocity, low amplitude, specific anatomical contact and direction associated with an audible cavitation [8], it can be perceived as a task requiring high-speed, low-amplitude precision with mechanical consequences [9].…”

Section: Introductionmentioning

confidence: 73%

Knowledge transfer of spinal manipulation skills by student-teachers: a randomised controlled trial

et al. 2012

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Purpose To assess the use of peer-assisted learning (PAL) of complex manipulative motor skills with respect to gender in medical students. Methods In 2007-2010, 292 students in their 3rd and 4th years of medical school were randomly assigned to two groups [Staff group (SG), PAL group (PG)] led by either staff tutors or student-teachers (ST). The students were taught bimanual practical and diagnostic skills (course education module of eight separate lessons) as well as a general introduction to the theory of spinal manipulative therapy. In addition to qualitative data collection (Likert scale), evaluation was performed using a multiple-choice questionnaire in addition to an objective structured clinical examination (OSCE). Results Complex motor skills as well as palpatory diagnostic competencies could in fact be better taught through professionals than through ST (manipulative OSCE grades/ diagnostic OSCE score; SG vs. PG; male: P = 0.017/ P \ 0.001, female: P \ 0.001/P \ 0.001). The registration of theoretical knowledge showed equal results in students taught by staff or ST. In both teaching groups (SG: n = 147, PG: n = 145), no significant differences were observed between male and female students in matters of manipulative skills or theoretical knowledge. Diagnostic competencies were better in females than in males in the staff group (P = 0.041) Overall, students were more satisfied with the environment provided by professional teachers than by ST, though male students regarded the PAL system more suspiciously than their female counterparts. Conclusions The peer-assisted learning system does not seem to be generally qualified to transfer such complex spatiotemporal demands as spinal manipulative procedures.

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Section: Introductionmentioning

confidence: 73%

Knowledge transfer of spinal manipulation skills by student-teachers: a randomised controlled trial

et al. 2012

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“…[1][2][3][4] These studies also identified some specific conditions that enable a faster and more efficient learning process and systematically suggest that skilled spinal manipulation performance is promoted through guided rehearsal and experience and that measurable improvement in observed performance can be reached when qualitative or quantitative feedback related to force time parameters is provided. 2,3,5 Despite this growing body of evidence indicating that, from a motor learning perspective, HVLA spinal manipulation may be regarded as another psychomotor skill, motor learning principles are rarely fully integrated in chiropractic curricula. Learning HVLA spinal manipulation within the chiropractic educational realm involves complex issues related to tradition, safety, and effectiveness in the application of such treatment procedures.…”

Section: Introductionmentioning

confidence: 99%

Learning Spinal Manipulation

Harvey

Wynd

Richardson

et al. 2011

Journal of Chiropractic Education

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Purpose:The goal of the present study was to quantify the high-velocity, low-amplitude spinal manipulation biomechanical parameters in two cohorts of students from different teaching institutions. The first cohort of students was taught chiropractic techniques in a patient-doctor positioning practice setting, while the second cohort of students was taught in a "complete practice" manipulation setting, thus performing spinal manipulation skills on fellow student colleagues. It was hypothesized that the students exposed to complete practice would perform the standardized spinal manipulation with better biomechanical parameters. Methods: Participants (n = 88) were students enrolled in two distinct chiropractic programs. Thoracic spine manipulation skills were assessed using an instrumented manikin, which allowed the measurement of applied force. Dependent variables included peak force, time to peak force, rate of force production, peak force variability, and global coordination. Results: The results revealed that students exposed to complete practice demonstrated lower time to peak force values, higher peak force, and a steeper rate of force production compared with students in the patient-doctor positioning scenario. A significant group by gender interaction was also noted for the time to peak force and rate of force production variables. Conclusion: The results of the present study confirm the importance of chiropractic technique curriculum and perhaps gender in spinal manipulation skill learning. It also stresses the importance of integrating spinal manipulation skills practice early in training to maximize the number and the quality of significant learner-instructor interactions. (J Chiropr Educ 2011;25(2):125-131)

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“…Real-time measurements that can be used as feedback tools offer more objective ways to study, practice, and teach manual therapies. Some studies have already shown the potential pedagogical benefits of feedback signaling (20)(21)(22)(23)(24)(25)(26) . What's more, given the evidence that neurophysiologic variables can be influenced immediately through touch (27,28) , it is also possible that monitoring of physiological variables could provide objective feedback and thus lend objectivity to the practice and teaching of manual techniques.…”

Section: Uniting the Objective And Subjective With Physiological Monimentioning

confidence: 99%

Muscle Repositioning: Combining Subjective and Objective Feedbacks in the Teaching and Practice of a Reflex-Based Myofascial Release Technique

Bertolucci¹

2010

IJTMB

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The manual mechanical input of MR integrates the client's body segments into a block, which is evident as a result of the diagnostic manual oscillations the practitioner imparts to the client's body. Segmental integration is achieved when the client's body responds as a unit to the oscillatory assessment. It appears that manually sustaining the condition of segmental integration evokes involuntary muscle reactions, which reactions might correspond to mechanisms that maintain homeostasis, such as pandiculation. It might be that these reactions are part of the MR mechanism of action and underlie its clinically observed efficacy in the treatment of musculoskeletal disorders.For the practitioner and the client alike, segmental integration provides unique sensations. In teaching MR, these paired sensations can be used as kinesthetic feedback resources, because quality of touch can be guided by the client's reported sensations, which should match the practitioner's sensations. Another form of feedback with respect to quality of touch is the visually discernable degree of segmental integration. Finally, because the involuntary motor activity elicited by the MR touch can be objectively monitored through electromyography and possibly other instrumented measurements, the MR approach might yield objectivity, precision, and reproducibility-features seldom found in manual therapies.

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Effects of Visual Feedback on Manipulation Performance and Patient Ratings

Cited by 45 publications

References 13 publications

Knowledge transfer of spinal manipulation skills by student-teachers: a randomised controlled trial

Knowledge transfer of spinal manipulation skills by student-teachers: a randomised controlled trial

Learning Spinal Manipulation

Muscle Repositioning: Combining Subjective and Objective Feedbacks in the Teaching and Practice of a Reflex-Based Myofascial Release Technique

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