D.S. Hoffmann is assistant professor, Department of Anatomy and Cell Biology, University of Iowa Roy J. and Lucille A. Carver College of Medicine, Iowa City, Iowa. D. Dancing is director and faculty, Dancing Prairie Massage Therapy College and Pain Relief Center, and adjunct faculty, Department of Anatomy and Cell Biology, University of Iowa Roy J. and Lucille A. Carver College of Medicine, Iowa City, Iowa. M. Rosenbaum is professor, Department of Family Medicine, University of Iowa Roy J. and Lucille A. Carver College of Medicine, Iowa City, Iowa.
Acad Med. 2019 Jun;94(6):885-892. doi: 10.1097/ACM.0000000000002623.
To investigate the impact of a unique curriculum combining learning of surface anatomy and massage therapy for medical and physician assistant students.
The authors conducted a randomized controlled trial in 2014 at University of Iowa Carver College of Medicine with 20 first-year students who viewed 4 hours of educational videos and participated in 11 hours of hands-on massage practice and 20 first-year students who only viewed the educational videos. Participants completed pre- and postcourse assessments of knowledge, attitudes, and personal wellness and completed a validated assessment of four dimensions of personal wellness.
Hands-on group participants outscored the online-only group in postcourse knowledge assessments of surface anatomy and massage therapy principles (P < .05). Students in the hands-on group reported higher agreement with statements about perceived knowledge and beliefs about referrals and advising patients regarding massage therapy (P < .05). Students also frequently reported greater comfort administering physical examinations. Hands-on group participants had statistically significant improvements in psychological wellness during the study (P = .03), whereas online-only participants had a slight decrease (P = .09). Physical wellness was also slightly improved in the hands-on group (P = .06).
Findings show that integrating surface anatomy and massage therapy in an experiential course resulted in significant gains in knowledge of anatomy, understanding about interprofessional health care roles, increased confidence in clinical practice, and improved wellness. Accordingly, further development of learning experiences that incorporate basic science, interprofessional education, and techniques that promote student wellness should be encouraged.
调查将表面解剖学和按摩疗法的学习相结合的独特课程对医学生和医师助理学生的影响。
作者于 2014 年在爱荷华大学卡弗医学院进行了一项随机对照试验，共有 20 名一年级学生观看了 4 小时的教育视频，并参加了 11 小时的动手按摩实践，以及 20 名仅观看教育视频的一年级学生。参与者在课前和课后完成了知识、态度和个人健康评估，并完成了对个人健康四个维度的验证性评估。
实践组参与者在表面解剖学和按摩疗法原理的课后知识评估中得分高于仅在线组（P<0.05）。实践组学生对关于转诊和向患者提供有关按摩疗法的知识和信念的陈述表示更高的认同（P<0.05）。学生也经常报告说，在进行体格检查时更舒适。实践组参与者在研究期间心理健康方面有显著改善（P=0.03），而仅在线组参与者略有下降（P=0.09）。实践组的身体健康状况也略有改善（P=0.06）。
研究结果表明，在体验式课程中整合表面解剖学和按摩疗法可显著提高解剖学知识、对跨专业医疗保健角色的理解、对临床实践的信心，并改善健康状况。因此，应鼓励进一步开发结合基础科学、跨专业教育和促进学生健康的技术的学习体验。
