Effect of Motor Learning Theory-Assisted Instruction Versus Traditional Demonstration on Student Learning of Spinal Joint Manipulation

Washmuth, Nicholas B.; Roß, Sarah; Bowens, Andrea N.

doi:10.1016/j.hpe.2019.05.004

Cited by 5 publications

(3 citation statements)

References 32 publications

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“…During these sessions, students typically receive limited objective feedback about the forces applied due to large faculty-student ratios and may continue to practice erroneous motor patterns that adversely affect skill mastery. Previous studies have explored more non-traditional methods of teaching joint mobilization with promising results [29,31,58,59,71]. Gonzalez-Sanchez et al [29] and Triano et al [58,59] utilized quantitative feedback devices with subjects and found that those teaching methods were superior to the traditional approach.…”

Section: Joint Mobilization Teaching Methodsmentioning

confidence: 99%

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The effect of real-time feedback on learning lumbar spine joint mobilization by entry-level doctor of physical therapy students: a randomized, controlled, crossover trial

Petersen

Thurmond

Buchanan

et al. 2019

Journal of Manual & Manipulative Therapy

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Objective: To examine the effects of real-time, objective feedback on learning lumbar spine joint mobilization techniques by entry-level Doctor of Physical Therapy (DPT) students. Methods: A randomized, controlled, crossover design was used. Twenty-four 1st Year DPT students were randomized into two groups. Group 1 (n = 12) practiced with the real-time feedback device first and then without it, while Group 2 (n = 12) practiced without the device first and then with it. Both practice periods with and without the device were 4 weeks long. Data were collected at Baseline, 5 weeks, 11 weeks, and 16 weeks. The crossover period was 5 weeks long, during which neither group practiced with or without the device. Eight force parameters were measured: R1 force; R2 force; Grade III and Grade IV mean peak force, frequency, and amplitude. Results: When students practiced with the real-time feedback device, they more closely matched the reference standard for two outcomes: 1) the mean difference in R2 force between student and reference standard was better with device (38.0 ± 26.7 N) than without it (51.0 ± 38.5 N); P = .013; and 2) the mean difference in Grade III peak to peak amplitude force was also better with device (8.9 ± 9.3 N) than without it (11.8 ± 11.0); P = .026. All other force parameters improved when students practiced with the real-time feedback device, however, the differences between when they practiced without the device were not statistically significant. Discussion: Real-time, objective feedback using a direct force measurement device improved learning for some aspects of lumbar spine joint mobilization by entry-level physical therapy students.

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Section: Joint Mobilization Teaching Methodsmentioning

confidence: 99%

“…This method may be less than ideal as there is little objective feedback about the forces applied. Perception of forces and subsequent verbal feedback about applied mobilization forces may be less accurate when compared to real-time quantified force measurements [29][30][31][32].…”

Section: Introductionmentioning

confidence: 99%

The effect of real-time feedback on learning lumbar spine joint mobilization by entry-level doctor of physical therapy students: a randomized, controlled, crossover trial

Petersen

Thurmond

Buchanan

et al. 2019

Journal of Manual & Manipulative Therapy

View full text Add to dashboard Cite

show abstract

“…Teachers can use multimedia to improve students' abilities (Primamukti & Farozin, 2018). Although skills learning and assessment are carried out online, if students have the confidence and skills to carry out skill assignments, this will increase students' skill abilities (Washmuth et al, 2020). The implementation of the skills assessment must consider the flexibility of students in carrying it out, such as the media used by the teacher.…”

Section: Implementation Of Psychomotor Assessment During Distance Lea...mentioning

confidence: 99%

How elementary school teachers assess students’ psychomotor during distance learning?

2022

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Assessment of student learning is still carried out even at distance learning. This study aims to describe how elementary school teachers assess students' psychomotor during distance learning. This research is a qualitative research with the type of phenomenology. The subjects of this study were elementary school teachers, principals, parents, and students. The research data were collected using interview techniques and document studies. The data analysis technique used is interactive analysis through data collection, data condensation, data verification and drawing conclusions. The teacher begins the skills assessment by planning in advance. Planning begins with determining the competencies to be addressed, but the condition of the student's situation while at home is also a consideration for teachers in designing skills assessments. The implementation of the skills assessment is carried out through various platforms such as WhatsApp, Zoom, and Google Classroom. Teachers assess students' skills through photos and videos that students send on online platforms.

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The effectiveness of a virtual fitness trainer app in motivating and engaging students for fitness activity by applying motor learning theory

Mokmin

Jamiat

2020

Educ Inf Technol

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Effect of Motor Learning Theory-Assisted Instruction Versus Traditional Demonstration on Student Learning of Spinal Joint Manipulation

Cited by 5 publications

References 32 publications

The effect of real-time feedback on learning lumbar spine joint mobilization by entry-level doctor of physical therapy students: a randomized, controlled, crossover trial

The effect of real-time feedback on learning lumbar spine joint mobilization by entry-level doctor of physical therapy students: a randomized, controlled, crossover trial

How elementary school teachers assess students’ psychomotor during distance learning?

The effectiveness of a virtual fitness trainer app in motivating and engaging students for fitness activity by applying motor learning theory

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