The effects of augmented sensory feedback precision on the acquisition and retention of a simulated chiropractic task

Scaringe, John

doi:10.1016/s0161-4754(03)00099-x

Cited by 9 publications

(18 citation statements)

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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: 94%

“…[1][2][3][4] Recent studies clearly highlight the similarities between the learning processes involved in this particular psychomotor task and the skills encountered in sports and leisure activities. [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.…”

Section: Introductionmentioning

confidence: 98%

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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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Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 98%

Learning Spinal Manipulation

Harvey

Wynd

Richardson

et al. 2011

Journal of Chiropractic Education

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“…In a blind review process, the examiners found no significant differences between the students who learned with the manikin alone and those who learned with the established approach on fellow students. Scaringe et al 9 also used a simulator in a thrusting maneuver (unilateral hypothenar transverse procedure) with two predetermined force levels. Their findings suggest that once again the simulator is a valuable tool to improve learning of complex motor skills.…”

Section: Introductionmentioning

confidence: 99%

Kinetic analysis of expertise in spinal manipulative therapy using an instrumented manikin

Descarreaux

Dugas

Raymond

et al. 2005

Journal of Chiropractic Medicine

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“…[2][3][4][5][6][7][8][9][10][11][12][13][14] More recently, those same tools are being used to augment the learning in chiropractic colleges in the United States and abroad, 11,[15][16][17][18][19][20][21][22][23][24] and in physical therapy programs as well. 25 Preload, peak loads, and speed have all been suggested as important performance factors.…”

Section: Introductionmentioning

confidence: 99%

Changes in adjustment force, speed, and direction factors in chiropractic students after 10 weeks undergoing standard technique training

Owens¹,

Russell²,

Hosek³

et al. 2017

Journal of Chiropractic Education

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Objective: To assess the force profiles of high-velocity low-amplitude thrusts delivered to a mannequin on a force platform by novice students given only verbal instructions. Methods: Student volunteers untrained in adjusting delivered a series of adjustments to a mannequin on a force platform. Participants performed 3 light, 3 normal, and 3 heavy thrusts on 5 listings specifying contact point, hand, and direction. Force profiles were analyzed for speed and amplitude, consistency, and force discrimination. Two recording sessions occurred 10 weeks apart. Results: Sixteen participants (11 females, 5 male) completed the study. Peak forces ranged from 880 to 202 N for heavy thrusts and 322-to 66 N for light thrusts. Thrust rate was from 8.1 to 1.8 Newtons per millisecond. Average coefficients of variability (CV ¼ STD/mean) at each load level (initial/final) were heavy: 17%/15%; normal: 16%/15%; and light: 20%/20%, with 0 as ideal. A force ratio measured students' abilities to distinguish thrust magnitude. The heavy/normal ratio (initial/final) was 1.35/1.39, and the light/normal ratio was 0.70/0.67. Conclusions: At this point, without force feedback being used in the classroom, novice students can produce thrusts that look like those of their teachers and of experienced practitioners, but they may not produce similar speed and force values. They are consistent within and between sessions and can discriminate between light and heavy loads. A natural next step in our educational research will be to measure adjustment factors on more experienced cohorts of students with and without the presence of force-feedback training apparatus.

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The effects of augmented sensory feedback precision on the acquisition and retention of a simulated chiropractic task

Cited by 9 publications

References 1 publication

Learning Spinal Manipulation

Learning Spinal Manipulation

Kinetic analysis of expertise in spinal manipulative therapy using an instrumented manikin

Changes in adjustment force, speed, and direction factors in chiropractic students after 10 weeks undergoing standard technique training

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