Inertial Sensors as Real-Time Feedback Improve Learning Posterior-Anterior Thoracic Manipulation: A Randomized Controlled Trial

Cuesta‐Vargas, Antonio; Gónzalez-Sánchez, Manuel; Lenfant, Yves

doi:10.1016/j.jmpt.2015.04.004

Cited by 14 publications

(11 citation statements)

References 34 publications

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“…5 However, repeated practice of dynamic thrusts with human, simulated patients raises safety concerns. 7,8 Force-sensing devices offer an objective method of evaluating HVLA-SM performance. Complete HVLA-SM practice can be accomplished with force-sensing technology incorporated into hand-interface devices or platform systems measuring thrust characteristics delivered to devices, humans, or mannequins functioning as simulated patients.…”

Section: Introductionmentioning

confidence: 99%

“…Complete HVLA-SM practice can be accomplished with force-sensing technology incorporated into hand-interface devices or platform systems measuring thrust characteristics delivered to devices, humans, or mannequins functioning as simulated patients. [2][3][4] Using mannequins removes injury risk to patients 7,8 and provides additional training components compared to devices alone. Other potential benefits of using mannequins and force-sensing equipment include faster motor skill development, likely due to the greater potential for repeated practice, 5,9 and higher student confidence 4 and satisfaction.…”

Section: Introductionmentioning

confidence: 99%

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High-velocity, low-amplitude spinal manipulation training of prescribed forces and thrust duration: A pilot study

Shannon¹,

Vining²,

Gudavalli³

et al. 2019

Journal of Chiropractic Education

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Objective: High-velocity, low-amplitude spinal manipulation (HVLA-SM) may generate different therapeutic effects depending on force and duration characteristics. Variability among clinicians suggests training to target specific thrust duration and force levels is necessary to standardize dosing. This pilot study assessed an HVLA-SM training program using prescribed force and thrust characteristics. Methods: Over 4 weeks, chiropractors and students at a chiropractic college delivered thoracic region HVLA-SM to a prone mannequin in six training sessions, each 30 minutes in duration. Force plates embedded in a treatment table were used to measure force over time. Training goals were 350 and 550 Newtons (N) for peak force and 150 ms for thrust duration. Verbal and visual feedback was provided after each training thrust. Assessments included 10 consecutive thrusts for each force target without feedback. Mixed-model regression was used to analyze assessments measured before, immediately following, and 1, 4, and 8 weeks after training. Results: Error from peak force target, expressed as adjusted mean constant error (standard deviation), went from 107 N (127) at baseline, to 0.2 N (41) immediately after training, and 32 N (53) 8 weeks after training for the 350 N target, and 63 N (148), À6 N (58), and 9 N (87) for the 550 N target. Student median values met thrust duration target, but doctors' were .150 ms immediately after training. Conclusion: After participation in an HVLA-SM training program, participants more accurately delivered two prescribed peak forces, but accuracy decreased 1 week afterwards. Future HVLA-SM training research should include follow-up of 1 week or more to assess skill retention.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

High-velocity, low-amplitude spinal manipulation training of prescribed forces and thrust duration: A pilot study

Shannon¹,

Vining²,

Gudavalli³

et al. 2019

Journal of Chiropractic Education

View full text Add to dashboard Cite

show abstract

“…[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. Loranger et al, 26 for example, found first-year students to produce lower preload forces, lower peak forces, and slower thrusts as compared to students later in a doctor of chiropractic program and to experienced chiropractors.…”

Section: Introductionmentioning

confidence: 99%

“…1 Comparisons between schools have shown longer-term effects that seem to accrue from differing educational programs. 25 The learning process has been shown to be complex, involving different rates of improvement for different adjustment factors. Descarreaux and Dugas 28 found that force production improved more rapidly than did speed.…”

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 last decade, however, has seen growing evidence suggesting that augmented feedback can improve SM skill acquisition. [5][6][7][8] When learning a new motor skill, feedback can be presented using 2 forms: knowledge of performance, when the feedback is related to the quality of movement execution, and knowledge of result, when feedback provides the learner only with information about success or failure on the task. 4 When information about knowledge of performance or knowledge of result is not readily available to learners, augmented feedback can be used to improve learning.…”

mentioning

confidence: 99%

Systematic Augmented Feedback and Dependency in Spinal Manipulation Learning: a Randomized Comparative Study

Lardon

Chéron

Pagé

et al. 2016

Journal of Manipulative and Physiological Therapeutics

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Inertial Sensors as Real-Time Feedback Improve Learning Posterior-Anterior Thoracic Manipulation: A Randomized Controlled Trial

Cited by 14 publications

References 34 publications

High-velocity, low-amplitude spinal manipulation training of prescribed forces and thrust duration: A pilot study

High-velocity, low-amplitude spinal manipulation training of prescribed forces and thrust duration: A pilot study

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

Systematic Augmented Feedback and Dependency in Spinal Manipulation Learning: a Randomized Comparative Study

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