Limits...
The simulated early learning of cervical spine manipulation technique utilising mannequins.

Chapman PD, Stomski NJ, Losco B, Walker BF - Chiropr Man Therap (2015)

Bottom Line: All participants crossed over to undertake the alternative learning method after four weeks.A chi-square test was used to examine differences between groups in the proportion of students achieving an overall pass mark at baseline, four weeks, and eight weeks.There were no significant differences between groups in the overall pass rate at baseline (χ(2) = 0.10, p = 0.75), four weeks (χ(2) = 0.40, p = 0.53), and eight weeks (χ(2) = 0.07, p = 0.79).

View Article: PubMed Central - PubMed

Affiliation: 6 Claredon Court, Alexander Heights, 6064 WA Australia.

ABSTRACT

Background: Trivial pain or minor soreness commonly follows neck manipulation and has been estimated at one in three treatments. In addition, rare catastrophic events can occur. Some of these incidents have been ascribed to poor technique where the neck is rotated too far. The aims of this study were to design an instrument to measure competency of neck manipulation in beginning students when using a simulation mannequin, and then examine the suitability of using a simulation mannequin to teach the early psychomotor skills for neck chiropractic manipulative therapy.

Methods: We developed an initial set of questionnaire items and then used an expert panel to assess an instrument for neck manipulation competency among chiropractic students. The study sample comprised all 41 fourth year 2014 chiropractic students at Murdoch University. Students were randomly allocated into either a usual learning or mannequin group. All participants crossed over to undertake the alternative learning method after four weeks. A chi-square test was used to examine differences between groups in the proportion of students achieving an overall pass mark at baseline, four weeks, and eight weeks.

Results: This study was conducted between January and March 2014. We successfully developed an instrument of measurement to assess neck manipulation competency in chiropractic students. We then randomised 41 participants to first undertake either "usual learning" (n = 19) or "mannequin learning" (n = 22) for early neck manipulation training. There were no significant differences between groups in the overall pass rate at baseline (χ(2) = 0.10, p = 0.75), four weeks (χ(2) = 0.40, p = 0.53), and eight weeks (χ(2) = 0.07, p = 0.79).

Conclusions: This study demonstrates that the use of a mannequin does not affect the manipulation competency grades of early learning students at short term follow up. Our findings have potentially important safety implications as the results indicate that students could initially gain competence in neck manipulation by using mannequins before proceeding to perform neck manipulation on each other.

No MeSH data available.


Related in: MedlinePlus

Flow chart of study
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
getmorefigures.php?uid=PMC4522963&req=5

Fig3: Flow chart of study

Mentions: The usual learning group practised neck manipulation techniques on each other under supervision consistent with the description provided in the introduction to this article. This learning approach has been used since the inception of the Murdoch University chiropractic program in 2002. The mannequin learning group practiced the neck manipulation techniques on a mannequin with a flexible neck, once again under supervision. The mannequin learning approach was a novel method not previously used at Murdoch University. Each group received three, two hour weekly training sessions in the performance of a commonly used cervical spine manipulation technique referred to as the index pillar push [21]. During the weekly training sessions and to ensure that the assessor remained blinded to group allocation students were supervised by academics not involved in the assessment of the students. The supervising academics provided each student with regular personalised feedback relating to their performance of the required technique during the weekly training sessions. After the third weekly training session, all members of each group crossed over and undertook three additional training sessions using the alternate method. The flow of the study is displayed in Fig. 3.Fig. 3


The simulated early learning of cervical spine manipulation technique utilising mannequins.

Chapman PD, Stomski NJ, Losco B, Walker BF - Chiropr Man Therap (2015)

Flow chart of study
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC4522963&req=5

Fig3: Flow chart of study
Mentions: The usual learning group practised neck manipulation techniques on each other under supervision consistent with the description provided in the introduction to this article. This learning approach has been used since the inception of the Murdoch University chiropractic program in 2002. The mannequin learning group practiced the neck manipulation techniques on a mannequin with a flexible neck, once again under supervision. The mannequin learning approach was a novel method not previously used at Murdoch University. Each group received three, two hour weekly training sessions in the performance of a commonly used cervical spine manipulation technique referred to as the index pillar push [21]. During the weekly training sessions and to ensure that the assessor remained blinded to group allocation students were supervised by academics not involved in the assessment of the students. The supervising academics provided each student with regular personalised feedback relating to their performance of the required technique during the weekly training sessions. After the third weekly training session, all members of each group crossed over and undertook three additional training sessions using the alternate method. The flow of the study is displayed in Fig. 3.Fig. 3

Bottom Line: All participants crossed over to undertake the alternative learning method after four weeks.A chi-square test was used to examine differences between groups in the proportion of students achieving an overall pass mark at baseline, four weeks, and eight weeks.There were no significant differences between groups in the overall pass rate at baseline (χ(2) = 0.10, p = 0.75), four weeks (χ(2) = 0.40, p = 0.53), and eight weeks (χ(2) = 0.07, p = 0.79).

View Article: PubMed Central - PubMed

Affiliation: 6 Claredon Court, Alexander Heights, 6064 WA Australia.

ABSTRACT

Background: Trivial pain or minor soreness commonly follows neck manipulation and has been estimated at one in three treatments. In addition, rare catastrophic events can occur. Some of these incidents have been ascribed to poor technique where the neck is rotated too far. The aims of this study were to design an instrument to measure competency of neck manipulation in beginning students when using a simulation mannequin, and then examine the suitability of using a simulation mannequin to teach the early psychomotor skills for neck chiropractic manipulative therapy.

Methods: We developed an initial set of questionnaire items and then used an expert panel to assess an instrument for neck manipulation competency among chiropractic students. The study sample comprised all 41 fourth year 2014 chiropractic students at Murdoch University. Students were randomly allocated into either a usual learning or mannequin group. All participants crossed over to undertake the alternative learning method after four weeks. A chi-square test was used to examine differences between groups in the proportion of students achieving an overall pass mark at baseline, four weeks, and eight weeks.

Results: This study was conducted between January and March 2014. We successfully developed an instrument of measurement to assess neck manipulation competency in chiropractic students. We then randomised 41 participants to first undertake either "usual learning" (n = 19) or "mannequin learning" (n = 22) for early neck manipulation training. There were no significant differences between groups in the overall pass rate at baseline (χ(2) = 0.10, p = 0.75), four weeks (χ(2) = 0.40, p = 0.53), and eight weeks (χ(2) = 0.07, p = 0.79).

Conclusions: This study demonstrates that the use of a mannequin does not affect the manipulation competency grades of early learning students at short term follow up. Our findings have potentially important safety implications as the results indicate that students could initially gain competence in neck manipulation by using mannequins before proceeding to perform neck manipulation on each other.

No MeSH data available.


Related in: MedlinePlus