Doctor of Physical Therapy Program, Midwestern University, Glendale, AZ, USA.
Ann Med. 2022 Dec;54(1):591-598. doi: 10.1080/07853890.2022.2041209.
A recent clinical practice guideline set forth recommendations for the administration of the 6 Minute Walk Test, including course set-up and using mathematical calculation to obtain the distance walked. In clinical practice and research, however, deviations from these protocols exist.
To assess for differences in total distance walked between use of mathematical calculation and a measuring wheel during three different course configurations of the 6 Minute Walk Test.
Fifty healthy adults (18 males, 32 females) completed this study. The mean age was 37.04 (13.76) years ranging from 23 to 61 years. Each participant completed three course configurations of the 6 Minute Walk Test: a 12-meter straight walkway representing the Academy of Neurologic Physical Therapy Core Set of Outcome Measures Clinical Practice Guideline protocol, a 30-meter straight walkway, representing the American Thoracic Society's recommended protocol, and a 1.2-meter by 12-meter rectangular walkway, of which the Core Set of Outcome Measures Clinical Practice Guideline was derived. For mathematical calculation, the total number of laps counted, and this total number was multiplied by the distance of one lap with any partial lap added. Additionally, a research assistant followed behind each participant with a measuring wheel to capture distance walked.
For all configurations, there were statistically significant differences between mathematical calculation and a measuring wheel, with mathematical calculation producing significantly less total distance. Additionally, there were statistically significant differences between all course configurations, despite the method of measurement.
Adhering to 6 Minute Walk Test protocols, including the method of measuring the distance, is imperative to accurately interpret results and compare to existing data.Key messagesDespite recommendations for standardized administration of the 6 Minute Walk Test, deviations exist, including the method of which to obtain the total distance walked; either by use of mathematical calculation or a measuring wheel.In three different 6 minute walk test course configurations, including the American Thoracic Society's recommended protocol and the Academy of Neurologic Physical Therapy recommended protocol, the measuring wheel resulted in significantly larger distances than use of the mathematical calculation.Despite the measuring wheel able to account for the turns during the 6 Minute Walk Test, it is imperative for clinicians to utilize standardized procedures such as using mathematical calculation, in order to accurately track progress and compare to existing data, of which mathematical calculation was used to derive.
最近的临床实践指南提出了 6 分钟步行测试的管理建议，包括课程设置和使用数学计算来获得步行距离。然而，在临床实践和研究中，存在对这些方案的偏离。
评估在 6 分钟步行测试的三种不同课程设置中，使用数学计算和测量轮获得的总步行距离之间的差异。
50 名健康成年人（18 名男性，32 名女性）完成了这项研究。平均年龄为 37.04（13.76）岁，年龄范围为 23 至 61 岁。每位参与者完成了 6 分钟步行测试的三种课程设置：12 米直线路径，代表神经病物理治疗学院核心集结果测量临床实践指南方案；30 米直线路径，代表美国胸科学会推荐的方案；以及 1.2 米乘 12 米的矩形路径，其中核心集结果测量临床实践指南是由此衍生而来。对于数学计算，将计算出的总圈数乘以一圈的距离，并加上任何部分圈的距离。此外，一名研究助理在每个参与者后面用测量轮记录步行距离。
对于所有配置，数学计算和测量轮之间存在统计学上的显著差异，数学计算产生的总距离明显较少。此外，尽管测量方法不同，但所有课程设置之间也存在统计学上的显著差异。
为了准确解释结果并与现有数据进行比较，必须遵守 6 分钟步行测试的协议，包括测量距离的方法。尽管推荐了 6 分钟步行测试的标准化管理，但仍存在偏差，包括获得总步行距离的方法；可以使用数学计算或测量轮。在三种不同的 6 分钟步行测试课程设置中，包括美国胸科学会推荐的方案和神经病物理治疗学院推荐的方案，测量轮得出的距离明显大于数学计算的距离。尽管测量轮能够在 6 分钟步行测试中计算转弯，但临床医生必须使用标准化程序，如数学计算，以准确跟踪进展并与现有数据进行比较，而数学计算是用来推导这些数据的。
