ArticleThe Journal of chiropractic education2017
Effects of practice variability on spinal manipulation learning.
Article in The Journal of chiropractic education, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
6 citing papers in PubMed.
- Can self-assessment and augmented feedback improve performance and learning retention in manual therapy: results from an experimental study.Chiropractic & manual therapies · 2023Trial
- Thoracic spinal manipulation: exploring force-time profiles and force modulation strategies in French chiropractors.Chiropractic & manual therapies · 2026Article
- The association between students' confidence and ability to modulate spinal manipulation force-time characteristics of specific target forces: a cross-sectional study.Chiropractic & manual therapies · 2024Article
- Developing spinal manipulation psychomotor skills competency: A systematic review of teaching methods.The Journal of chiropractic education · 2023Article
- Mechanical properties of a thoracic spine mannequin with variable stiffness control.The Journal of chiropractic education · 2021Article
- High-velocity, low-amplitude spinal manipulation training of prescribed forces and thrust duration: A pilot study.The Journal of chiropractic education · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveTo evaluate the effects of practice variability on chiropractic students' capacity to deliver spinal manipulations (SMs) of a targeted peak force.
methodsForty students participated in an experimental session including either a variable or a constant practice protocol of 45 SMs. SMs were delivered on a computer-connected device that recorded force-time profiles. Ten SMs with a target peak force of 350-N were performed before practice, immediately following practice, and 2 days later. Mixed-design analyses of variance were used to assess the effect of practice type on SM biomechanical parameters and on the constant, the absolute error (AE), and the variable error (VE).
resultsThe practice period led to significantly more accurate (F
conclusionThis experimental study showed that 1 session of SM practice including feedback leads to an increase in SM peak force accuracy and consistency, whether or not the practice period included variable practice. The current results confirmed that short practice periods with feedback should be included in the chiropractic curriculum.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.