Lardon Arnaud, Cheron Charlène, Pagé Isabelle, Dugas Claude, Descarreaux Martin
Head of Chiropractic Knowledge and Skills Integration Domain, Intitut Franco-Européen de Chiropraxie, Ivry-sur-Seine, France.
Doctoral Student, Université Paris-Sud, Institut Franco-Européen de Chiropraxie, Ivry-sur-Seine, France.
J Manipulative Physiol Ther. 2016 Mar-Apr;39(3):185-91. doi: 10.1016/j.jmpt.2016.02.002. Epub 2016 Mar 22.
The purpose of the study was to evaluate if systematic augmented feedback during short sessions of spinal manipulation (SM) training creates a dependency compared with short training session characterized by progressive withdrawal of augmented feedback.
Forty fourth- and fifth-year chiropractic students enrolled in a 5-year chiropractic program were randomized into 2 groups. The 2 groups performed the same number of SM with a 300-N peak force target on an instrumented device. Baseline assessment consisted of 10 trials without feedback. Three training blocks of 10 SMs were then performed with visual and verbal feedback. For the control group, feedback was always provided. For the experimental group, augmented feedback was provided for each trial of the first training block, 50% of the second block, and 20% of the last training block. A postintervention assessment of 10 trials without feedback was performed, and a retention assessment was conducted 20 minutes later.
No group main effect was found on biomechanical parameters and error variables. A main effect of learning for the absolute error was observed, suggesting that short sessions of feedback training improve participants' accuracy.
The results of the study suggest that feedback scheduling does not influence SM motor performance and learning in clinically experienced students.
本研究的目的是评估在短疗程脊柱推拿（SM）训练期间系统性增强反馈与以逐渐减少增强反馈为特征的短疗程训练相比是否会产生依赖性。
40名就读于为期5年的脊椎按摩疗法专业的四年级和五年级学生被随机分为两组。两组在一台仪器设备上以300N的峰值力目标进行相同次数的SM操作。基线评估包括10次无反馈试验。然后进行三个训练组块，每组块10次SM操作，并提供视觉和言语反馈。对于对照组，每次操作都提供反馈。对于实验组，在第一个训练组块的每次试验中提供增强反馈，第二个组块的50%次试验中提供，最后一个训练组块的20%次试验中提供。干预后进行10次无反馈试验的评估，并在20分钟后进行保持评估。
未发现组间主效应在生物力学参数和误差变量上存在差异。观察到学习对绝对误差有主效应，表明短疗程反馈训练可提高参与者的准确性。
研究结果表明，反馈安排不会影响有临床经验的学生的SM运动表现和学习。
