ArticleThe Journal of chiropractic education2023
Developing spinal manipulation psychomotor skills competency: A systematic review of teaching methods.
Article in The Journal of chiropractic education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
7 citing papers in PubMed, 6 citations in OpenAlex.
- Efficacy of different biomechanical strategies for modulating force-time parameters of high-velocity low-amplitude manipulation of the thoracic spine: a randomized crossover experimental study.Chiropractic & manual therapies · 2025Trial
- The CHIRO-Force peer-assisted learning program for manual therapy education.The Journal of chiropractic education · 2026Article
- Force variability of thoracic spine mobilization and manipulation delivered by experienced physiotherapists to healthy human volunteers and a manikin: an observational study.Chiropractic & manual therapies · 2025Observational
- Chiropractic students' force-time parameters for chiropractic adjustments at the beginning and end of an academic term.The Journal of chiropractic education · 2025Article
- Provider kinematic strategies during the delivery of spinal manipulation and mobilization: a scoping review of the literature.Chiropractic & manual therapies · 2025Article
- Effects of 2 Interventions on the Acceptability and Usability of a Sensing Glove for Measuring Force-Time Characteristics of Chiropractic Spinal Manipulative Therapy: A Crossover Study.Journal of chiropractic medicine · 2025Article
- 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
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveTo update the state of the art regarding the acquisition of spinal high-velocity low-amplitude psychomotor skills competency among chiropractors and chiropractic students.
methodsAvailable electronic articles from 5 databases, published between June 2015 and August 2020, were obtained. Eligible studies underwent methodological quality assessments using the Joanna Briggs Institute Critical Appraisal Checklists and Cochrane Collaboration's Risk of Bias Tools.
resultsFourteen critically appraised studies were identified, including 10 cohort studies and 4 randomized controlled trials. There was no literature excluded due to high risk of bias. The type of augmented devices included a mannequin on a force platform, a computer-connected device, a human analogue mannequin, and a 3-dimensional electrogoniometer with an instrumented spatial linkage.
conclusionThe use of augmented feedback devices such as human analogue mannequins with force-sensing table technology and computer-connected devices is potentially beneficial in the chiropractic curricula and may facilitate student learning and improvement of spinal manipulation. More studies are required to determine whether psychomotor skill aids translate directly into raised competency levels in novice clinicians.
Indexed as
Identifiers
What OpenQuestion holds
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.