School of Physical Therapy, University of the Incarnate Word , San Antonio, TX, USA.
J Man Manip Ther. 2020 Sep;28(4):201-211. doi: 10.1080/10669817.2019.1673953. Epub 2019 Oct 8.
To examine the effects of real-time, objective feedback on learning lumbar spine joint mobilization techniques by entry-level Doctor of Physical Therapy (DPT) students.
A randomized, controlled, crossover design was used. Twenty-four 1st Year DPT students were randomized into two groups. Group 1 (n = 12) practiced with the real-time feedback device first and then without it, while Group 2 (n = 12) practiced without the device first and then with it. Both practice periods with and without the device were 4 weeks long. Data were collected at Baseline, 5 weeks, 11 weeks, and 16 weeks. The crossover period was 5 weeks long, during which neither group practiced with or without the device. Eight force parameters were measured: R1 force; R2 force; Grade III and Grade IV mean peak force, frequency, and amplitude.
When students practiced with the real-time feedback device, they more closely matched the reference standard for two outcomes: 1) the mean difference in R2 force between student and reference standard was better with device (38.0 ± 26.7 N) than without it (51.0 ± 38.5 N); = .013; and 2) the mean difference in Grade III peak to peak amplitude force was also better with device (8.9 ± 9.3 N) than without it (11.8 ± 11.0); = .026. All other force parameters improved when students practiced with the real-time feedback device, however, the differences between when they practiced without the device were not statistically significant.
Real-time, objective feedback using a direct force measurement device improved learning for some aspects of lumbar spine joint mobilization by entry-level physical therapy students.
2b.
考察实时客观反馈对入门级物理治疗博士（DPT）学生学习腰椎关节松动技术的影响。
采用随机对照交叉设计。24 名一年级 DPT 学生随机分为两组。第 1 组（n=12）先用实时反馈设备练习，然后不用，第 2 组（n=12）先用设备练习，然后不用。使用和不使用设备的两个练习期均为 4 周。数据在基线、5 周、11 周和 16 周时收集。交叉期为 5 周，在此期间两组均不使用或不使用设备进行练习。测量了 8 个力参数：R1 力；R2 力；III 级和 IV 级平均峰值力、频率和振幅。
当学生使用实时反馈设备进行练习时，他们在以下两个结果上更接近参考标准：1）学生与参考标准之间 R2 力的平均差异，使用设备（38.0±26.7N）比不使用设备（51.0±38.5N）更好；=0.013；2）III 级峰峰值振幅力的平均差异，使用设备（8.9±9.3N）比不使用设备（11.8±11.0N）更好；=0.026。当学生使用实时反馈设备进行练习时，所有其他力参数都有所改善，但当他们不使用设备进行练习时，差异没有统计学意义。
使用直接力测量设备的实时客观反馈提高了入门级物理治疗学生进行腰椎关节松动的某些方面的学习。
2b。
