The Manual Therapist as an Educator

Moore, Ann; Cupit, Robyn

doi:10.1054/math.2000.0387

Cited by 3 publications

(3 citation statements)

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“…This reflective process can guide them toward making effective clinical and evidencebased decisions regarding implementation and modification of testing and treatment procedures 26 . In a similar way, a learner's Application of knowledge to skill and skill to patient care (ranked 4 th ) reflects the link of theory to practice, which is essential for effective clinical learning to occur 39 . Individuals who are developing OMPT competencies are asked to apply complex information, concepts, and models to each patient examination and management encounter, especially as those skills mature.…”

Section: Motivationmentioning

confidence: 99%

Intrinsic and Extrinsic Factors Important to Manual Therapy Competency Development: A Delphi Investigation

Sizer

Sawyer²,

Felstehausen³

et al. 2008

Journal of Manual & Manipulative Therapy

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A learner's development of orthopaedic manual physical therapy (OMPT) psychomotor skills may be influenced by selected intrinsic and extrinsic factors. The purposes of this study were to identify the factors that influence learners' development of manual physical therapy competencies and to define each factor as intrinsic or extrinsic. A 3-round Delphi method survey and a retrospective review of the data were used to develop composite scores and rankings. Eighty manual physical therapy educators participated in the 3 rounds. Thirty-six factor descriptor statements associated with manual physical therapy competency were established and further categorized as intrinsic (19 total), extrinsic (10 total), or conceptual outliers (7 total). Cognitive Processing ranked as the most important factor influencing manual physical therapy competency development. Adaptation ranked second, followed by Science Knowledge. This study is the first to establish manual physical therapy educational factors associated with attainment of competency. The majority of the factors distill into the theory of extrinsic and intrinsic factors identified by Schmidt and Lee. The outcomes of this study identify the factors to which OMPT educators should give particular attention when developing and executing the learning experiences for their learners. Keywords:Competency-Based Education, Curriculum, Delphi Technique, Factors, Motor Learning, Musculoskeletal Manipulations, Psychomotor Performance. S pecific manual and/or movement-based competencies are emphasized by physical therapy educators during learners' development of psychomotor skills. Psychomotor skill acquisition is a product of psychomotor learning, which is a set of processes associated with practice or experience leading to relatively permanent changes in the capability for responding to stimuli 1 . As a consequence of psychomotor learning, individuals gain greater movement efficiency, develop more complex movement control strategies, optimize movement behaviors, and develop movement expertise 2 . Schmidt and Lee identified five extrinsic and four intrinsic factors that influence psychomotor learning factors are 1) practice, 2) feedback, 3) task classification, 4) instruction format, and 5) movement context. Factors such as practice, which involves cognitive processing 3,4 , accentuate learned abilities through the processing of sensory information 5 . The use of quantitative feedback and concurrent feedback in manual physical therapy learning has provided both favorable [6][7][8] and unfavorable results 9 . Visual instructional formats incorporate observation to facilitate psychomotor skill acquisition 10 , while kinesthetic instruction uses the learner's sensory system by physically moving the learner through the task 11 . Finally, movement context appears to influence psychomotor skill acquisition 12 . The intrinsic factors include 1) attention, 2) memory, 3) motivation, and 4) psychomotor learning stage 13 . These factors are less tangible and more difficult to measure t...

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Section: Motivationmentioning

confidence: 99%

Intrinsic and Extrinsic Factors Important to Manual Therapy Competency Development: A Delphi Investigation

Sizer

Sawyer²,

Felstehausen³

et al. 2008

Journal of Manual & Manipulative Therapy

View full text Add to dashboard Cite

show abstract

“…Acknowledging these concerns, many training institutions have implemented courses for supervisors involved in clinical education. Courses are also available specifically for physiotherapy clinical educators (Cross 1992, Fourie et al 2003,Mbambo 1999, Moore 2001Strohstein et al 2002).…”

Section: Introductionmentioning

confidence: 99%

A report on the perseptions of participants of a physiotherapy clinical facilitator workshop

Frieg

Rhoda

2006

South African Journal of Physiotherapy

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“…Die Arbeiten zum Gate-Control-System von Melzack und Wall [40] und zum biopsychosozialen Modell von Engel [15] ermöglichten die Entwicklung neuer Behandlungen auch für den Rückenschmerz, die über das biomedizinische Modell hinausgehen [46]. Psychologische und soziale Faktoren ergänzen die physiologischen im biopsychosozialen Modell [42]. Bei den lumbalen Rückenschmerzen haben in der Untersuchung die psychosozialen Risikofaktoren (Yellow flags) und in der Behandlung die kognitiven verhaltenstherapeutischen Ansätze an Bedeutung gewonnen (z.…”

Section: Introductionunclassified

Effektivität der Rückenschule für Erwachsene

Schomacher¹

2004

manuelletherapie

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The Manual Therapist as an Educator

Cited by 3 publications

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Intrinsic and Extrinsic Factors Important to Manual Therapy Competency Development: A Delphi Investigation

Intrinsic and Extrinsic Factors Important to Manual Therapy Competency Development: A Delphi Investigation

A report on the perseptions of participants of a physiotherapy clinical facilitator workshop

Effektivität der Rückenschule für Erwachsene

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