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Effectiveness of Two Forms of Feedback on Training of a Joint Mobilization Skill by Using a Joint Translation Simulator

JY Chang, PT, MS, is a PhD student, Institute of Biomedical Engineering, National Cheng Kung University, Tainan, Taiwan
GL Chang is Professor, Institute of Biomedical Engineering, National Cheng Kung University
CJ Chang Chien is a PhD student, Department Electrical Engineering, National Cheng Kung University
KC Chung, PhD, is Associate Professor, Institute of Biomedical Engineering, National Cheng Kung University
AT Hsu, PT, PhD, is Professor, Department of Physical Therapy, College of Medicine, National Cheng Kung University, No.1, Ta-Hsueh Rd, Tainan 701, Taiwan

Address all correspondence to Dr Hsu at: arthsu{at}mail.ncku.edu.tw

Background and Purpose: Joint mobilization is a complicated task to learn and to teach and is characterized by great intersubject variability. This study's purpose was to investigate whether quantitatively augmented feedback could enhance the learning of joint mobilization and, more specifically, to compare the effects of training with concurrent or terminal feedback by using a joint translation simulator (JTS).

Subjects: Thirty-six undergraduate physical therapist students were randomly assigned to control (no feedback), concurrent feedback, and terminal feedback groups.

Methods: The JTS was designed to simulate tissue resistance based on load-displacement relationships of glenohumeral joint specimens. Subjects applied specific mobilization grades of force on the JTS while quantitative feedback was given to the feedback groups either during a trial (ie, concurrent feedback) or after a trial (ie, terminal feedback). The skill acquisition phase lasted a total of 40 minutes, and a total of 75 repetitions were performed for each grade of each joint model. Pretest and no-feedback retention tests were conducted.

Results: During acquisition and retention, both feedback groups performed more accurately than did the control group. No obviously superior performance was shown by the terminal feedback group compared with concurrent feedback group during retention testing.

Discussion and Conclusion: Subjects who trained with augmented feedback had less variability, and thus more consistency, than the control group subjects who received no feedback. Augmented feedback provides the student with a reference force and the status of his or her performance. The effectiveness of the JTS feedback compared with no feedback was clearly demonstrated. Skill acquisition in mobilization can be enhanced by either concurrent or terminal feedback.

This article has been cited by other articles:

				H.-T. Lin, A.-T. Hsu, G.-L. Chang, J.-r. Chang Chien, K.-N. An, and F. C. Su Author Response Physical Therapy, December 1, 2007; 87(12): 1684 - 1686. [Full Text] [PDF]