The Effect of Real Time Auditory Feedback during Palpation of a Simulated Lumbar Spine in the Education of Physical Therapy Students

The Effect of Real Time Auditory Feedback during Palpation of a Simulated Lumbar Spine in the Education of Physical Therapy Students
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模拟腰椎触诊过程中实时听觉反馈对物理治疗学生教育的影响

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发表时间：
2019
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通讯作者：
Jessica Tau
Jessica Tau
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作者：
M. Gugliotti;Min;Kevin Alves;F. DeLeo;Victor Do;Alyssa Hariprashad;Jessica Makowski;Jessica Tau

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目标：卫生专业人员认识到模拟训练是一种有益的教育技术。物理治疗项目缓慢地将这项技术作为一种高影响力的教学工具，让学生以更传统、主观的方式学习，客观反馈最少。学生物理治疗师 (SPT) 教育期间使用的模拟技术仅限于活动和触诊。在学习触诊技能时，SPT 主要依靠同伴和教师的主观反馈来验证正确的技能表现。使用实时听觉反馈（RAF）作为教学设备进行模拟可以消除这种偏差。我们假设在模拟腰椎触诊期间使用实时音频反馈 (RAF) 将提高 SPT 的速度和准确性。 方法：这是一项混合设计研究。在 30 个 SPT 中检查了使用模拟腰椎期间 RAF 对触诊速度和准确性的影响。所有受试者都被随机分配到三组中的一组：RAF/触觉反馈训练组、触觉反馈训练组和未经训练的对照组。如果组内和组间存在任何交互作用，则进行混合方差分析。 结果：实际准确度 (p=0.90)、自我感知准确度 (p=0.30) 或速度 (p=0.46) 没有发现显着的交互效应。使用 RAF 训练的组内实际准确度差异显着。 (p=0.038) 使用 RAF/触觉反馈进行训练的人的准确度比仅使用触觉反馈进行训练的人高 55%。 结论：在这项研究中，SPT 使用 RAF 和腰椎触诊模拟器提高了触诊准确性。那些在培训期间接受 RAF 的人的准确率比同龄人高出 55%。这些发现支持在教育中使用 RAF 和模拟技术来增强 SPT 触诊技能的发展。
Objectives: Health professionals recognize simulation training as a beneficial educational technology. Physical therapy programs are slow to embrace this technology as a high-impact teaching tool, leaving students to learn in a more traditional, subjective manner with minimal objective feedback. Simulation technologies used during student physical therapist (SPT) education have been limited to mobilization and palpation. When learning palpation skills, SPTs rely mainly upon subjective feedback from peers and instructors to verify correct skill performance. Simulation with real time auditory feedback (RAF) as a teaching device may eliminate this bias. We hypothesize that the utilization of real-time audio feedback (RAF) during simulated lumbar spine palpation will improve the speed and accuracy skills of SPTs. Methods: This was a mixed design study. The effect of RAF on palpation speed and accuracy during use of a simulated lumbar spine was examined in 30 SPTs. All were randomly assigned to one of three groups: RAF/tactile feedback training, tactile feedback training, and a control without training. A mixed ANOVA was performed if any interaction effect existed within and among groups. Results: No significant interaction effect was found for actual accuracy (p=0.90), self-perceived accuracy (p=0.30), or speed (p=0.46). Within group difference for actual accuracy was found significant with those training with RAF. (p=0.038) Accuracy for those training with RAF/tactile feedback was 55% higher than those who trained with tactile feedback alone. Conclusion: In this study, SPTs improved their palpation accuracy using RAF and a lumbar spine palpation simulator. Those who received RAF during training outperformed their peers by 55% greater accuracy. These findings support the use of RAF and simulation technology in education to enhance palpation skill development for SPTs.