Cuesta-Vargas Antonio I, González-Sánchez Manuel, Lenfant Yves
Adjunct Professor, Departamento de Psiquiatria y Fisioterapia, Instituto de Investivación Biomédico de Málaga (IBIMA) A-14, Universidad de Málaga, Málaga, Spain; Professor, School of Clinical Sciences, Faculty of Health at the Queensland University of Technology, Brisbane, Queensland, Australia.
Researcher, Departamento de Psiquiatria y Fisioterapia, Instituto de Investivación Biomédico de Málaga (IBIMA) A-14, Universidad de Málaga, Málaga, Spain.
J Manipulative Physiol Ther. 2015 Jul-Aug;38(6):425-33. doi: 10.1016/j.jmpt.2015.04.004. Epub 2015 Jul 26.
The purpose of this study was to analyze the effect of real-time feedback on the learning process for posterior-anterior thoracic manipulation (PATM) comparing 2 undergraduate physiotherapy student groups.
The study design was a randomized controlled trial in an educational setting. Sixty-one undergraduate physiotherapy students were divided randomly into 2 groups, G1 (n = 31; group without feedback in real time) and G2 (n = 30; group with real-time feedback) participated in this randomized controlled trial. Two groups of physiotherapy students learned PATM, one using a traditional method and the other using real-time feedback (inertial sensor). Measures were obtained preintervention and postintervention. Intragroup preintervention and postintervention and intergroup postintervention scores were calculated. An analysis of the measures' stability was developed through an interclass correlation index. Time, displacement and velocity, and improvement (only between groups) to reach maximum peak and to reach minimum peak from maximum peak, total manipulation time, and stability of all outcome measures were the outcome measures.
Statistically significant differences were found in all variables analyzed (intragroup and intergroup) in favor of G2. The values of interclass correlation ranged from 0.627 to 0.706 (G1) and between 0.881 and 0.997 (G2).
This study found that the learning process for PATM is facilitated when the student receives real-time feedback.
本研究旨在分析实时反馈对两组本科物理治疗专业学生进行胸段前后位手法治疗（PATM）学习过程的影响。
本研究设计为教育环境下的随机对照试验。61名本科物理治疗专业学生被随机分为两组，G1组（n = 31；无实时反馈组）和G2组（n = 30；有实时反馈组）参与了该随机对照试验。两组物理治疗专业学生学习PATM，一组采用传统方法，另一组采用实时反馈（惯性传感器）。在干预前和干预后进行测量。计算组内干预前和干预后以及组间干预后的分数。通过组内相关指数对测量的稳定性进行分析。时间、位移和速度，以及达到最大峰值和从最大峰值达到最小峰值的改善情况（仅组间）、总手法治疗时间和所有结果测量的稳定性为结果测量指标。
在所有分析变量（组内和组间）中均发现了有利于G2组的统计学显著差异。组内相关值在0.627至0.706之间（G1组），在0.881至0.997之间（G2组）。
本研究发现，当学生接受实时反馈时，PATM的学习过程会得到促进。
