Procedural skills in spinal manipulation: do prerequisites matter?

Triano, John J.; Bougie, Jacqueline D.; Rogers, Carolyn; Scaringe, John; Sorrels, Kenneth; Skogsbergh, D R; Mior, Silvano

doi:10.1016/j.spinee.2004.01.017

Cited by 28 publications

(37 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These results also stress the importance of integrating spinal manipulation skills practice early in training to maximize the number and the quality of significant learner-instructor interactions. Triano et al 9 previously demonstrated that training with a more extensive and practical premanipulation curriculum resulted in improved manipulation skills for a single procedure compared with didactic and demonstration programs. In their study, the students with adequate preparatory training involving skilled procedures showed spinal manipulation force and speed parameters reflecting expertise, compared with students who trained with a higher proportion of theoretical presentations.…”

Section: Discussionmentioning

confidence: 99%

“…The available evidence to guide colleges in the development of their technique curriculum is growing but uncertainties remain. 8 To study the effect of two separate technique curricula from independent training programs, Triano et al 9 compared groups of students exposed to different ratios of laboratory and didactic technique teaching. Laboratory sessions in the group with more hours devoted to practical training were characterized by systematic rehearsal of patient transfer and positioning as well as nonmanipulative soft tissue manual procedures.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Learning Spinal Manipulation

Harvey

Wynd

Richardson

et al. 2011

Journal of Chiropractic Education

View full text Add to dashboard Cite

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)

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning Spinal Manipulation

Harvey

Wynd

Richardson

et al. 2011

Journal of Chiropractic Education

View full text Add to dashboard Cite

show abstract

“…1 The format and amount of time spent training to learn spinal manipulation skills can range from formalized curricula in professional programs to weekend seminars and individual demonstrations; however, each chiropractic college teaches core manipulation procedures. 3 In comparison to other professional programs that teach spinal manipulation, such as the doctor of osteopathy, doctor of medicine, and master of physiotherapy programs, doctor of chiropractic programs in both Canada and the United States offers extensive hours of training specifically in the skill of spinal manipulation in order to train chiropractors to be proficient. 3 Teaching high-velocity, low-amplitude (HVLA) spinal manipulation within the chiropractic educational curriculum involves issues in relation to tradition, safety, and effectiveness in the application of this treatment procedure.…”

Section: Introductionmentioning

confidence: 99%

“…3 In comparison to other professional programs that teach spinal manipulation, such as the doctor of osteopathy, doctor of medicine, and master of physiotherapy programs, doctor of chiropractic programs in both Canada and the United States offers extensive hours of training specifically in the skill of spinal manipulation in order to train chiropractors to be proficient. 3 Teaching high-velocity, low-amplitude (HVLA) spinal manipulation within the chiropractic educational curriculum involves issues in relation to tradition, safety, and effectiveness in the application of this treatment procedure. 4 For students to perform manual SMT properly, they must first learn how to control the amount of force applied and master overall body coordination.…”

Section: Introductionmentioning

confidence: 99%

“…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.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

Stainsby¹,

Clarke²,

Egonia³

2016

Journal of Chiropractic Education

View full text Add to dashboard Cite

Objective: The purpose of this study was to evaluate the effectiveness of different reported methods used to teach spinal manipulative therapy to chiropractic students. Methods: For this best-evidence literature synthesis, 5 electronic databases were searched from 1900 to 2015. Eligible studies were critically appraised using the criteria of the Scottish Intercollegiate Guidelines Network. Scientifically admissible studies were synthesized following best-evidence synthesis principles. Results: Twenty articles were critically appraised, including 9 randomized clinical trials, 9 cohort studies, and 2 systematic reviews/meta-analyses. Eleven articles were accepted as scientifically admissible. The type of teaching method aids included a Thrust in Motion cervical manikin, instrumented cardiopulmonary reanimation manikin, padded contact with a load cell, instrumented treatment table with force sensor/transducer, and Dynadjust instrument. Conclusions: Several different methods exist in the literature for teaching spinal manipulative therapy techniques; however, future research in this developing area of chiropractic education is proposed. It is suggested that various teaching methods be included in the regular curricula of chiropractic colleges to aid in developing manipulation skills, efficiency, and knowledge of performance.

show abstract

Manipulation and Manual Methods

Triano¹

2008

Interventional Spine

View full text Add to dashboard Cite

Procedural skills in spinal manipulation: do prerequisites matter?

Cited by 28 publications

References 13 publications

Learning Spinal Manipulation

Learning Spinal Manipulation

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

Manipulation and Manual Methods

Contact Info

Product

Resources

About