Percussion use and training: a survey of music therapy clinicians.
Identifieur interne : 000F68 ( Main/Exploration ); précédent : 000F67; suivant : 000F69Percussion use and training: a survey of music therapy clinicians.
Auteurs : Stephanie Scheffel [Oman] ; Bill MatneySource :
- Journal of music therapy [ 0022-2917 ] ; 2014.
Descripteurs français
- KwdFr :
- Adulte (MeSH), Adulte d'âge moyen (MeSH), Attitude du personnel soignant (MeSH), Compétence clinique (MeSH), Femelle (MeSH), Humains (MeSH), Internet (MeSH), Musicothérapie (enseignement et éducation), Musicothérapie (méthodes), Musique (MeSH), Mâle (MeSH), Percussion (méthodes), Types de pratiques des médecins (statistiques et données numériques).
- MESH :
- enseignement et éducation : Musicothérapie.
- méthodes : Musicothérapie, Percussion.
- statistiques et données numériques : Types de pratiques des médecins.
- Adulte, Adulte d'âge moyen, Attitude du personnel soignant, Compétence clinique, Femelle, Humains, Internet, Musique, Mâle.
English descriptors
- KwdEn :
- Adult (MeSH), Attitude of Health Personnel (MeSH), Clinical Competence (MeSH), Female (MeSH), Humans (MeSH), Internet (MeSH), Male (MeSH), Middle Aged (MeSH), Music (MeSH), Music Therapy (education), Music Therapy (methods), Percussion (methods), Practice Patterns, Physicians' (statistics & numerical data).
- MESH :
- education : Music Therapy.
- methods : Music Therapy, Percussion.
- statistics & numerical data : Practice Patterns, Physicians'.
- Adult, Attitude of Health Personnel, Clinical Competence, Female, Humans, Internet, Male, Middle Aged, Music.
Abstract
BACKGROUND
Percussion instruments are commonly used in music therapy practice; however, the body of published literature regarding music therapy-related percussion training and practice is limited.
OBJECTIVE
The purpose of our survey study was to describe: (a) clinician perspectives of their academic percussion training; (b) use of percussion testing during academic training; (c) clinician perspectives on relevance, adequacy, and importance of academic percussion training; (d) clinician perspectives of their nonacademic percussion training; and (e) current use of percussion in clinical practice. Through comparisons of these parameters, we sought to provide information that may inform future percussion use and training.
METHODS
Participants were selected using an email list from the Certification Board for Music Therapists. Board-certified music therapists (MT-BC) were provided with a researcher-created survey about academic percussion training, nonacademic percussion training, and use of percussion in clinical practice.
RESULTS
Survey response rate was 14.4% (611/4234). We used demographic data to address potential nonresponse error and ensure population representation for region of residence and region of academic training. Results revealed concerns about perceived adequacy of percussion training received during music therapy education (14.6% reported receiving no academic percussion training; 40.6% reported training was not adequate), and absence of percussion-specific proficiency exams. Of the training received, 62.8% indicated that training was relevant; however, a majority (76.5%) recommended current music therapy students receive more percussion training on instruments and skills most relevant to clinical practice.
CONCLUSIONS
Comparisons between academic training, perceived needs in academic training, and clinical usage may inform future training and clinical competency. We provide suggestions for developing future training, as well as for furthering clinical implementation and research.
DOI: 10.1093/jmt/thu006
PubMed: 25014923
Affiliations:
Links toward previous steps (curation, corpus...)
Le document en format XML
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<term>Female (MeSH)</term>
<term>Humans (MeSH)</term>
<term>Internet (MeSH)</term>
<term>Male (MeSH)</term>
<term>Middle Aged (MeSH)</term>
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<term>Compétence clinique (MeSH)</term>
<term>Femelle (MeSH)</term>
<term>Humains (MeSH)</term>
<term>Internet (MeSH)</term>
<term>Musicothérapie (enseignement et éducation)</term>
<term>Musicothérapie (méthodes)</term>
<term>Musique (MeSH)</term>
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<term>Percussion (méthodes)</term>
<term>Types de pratiques des médecins (statistiques et données numériques)</term>
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<term>Percussion</term>
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<keywords scheme="MESH" qualifier="méthodes" xml:lang="fr"><term>Musicothérapie</term>
<term>Percussion</term>
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<term>Clinical Competence</term>
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<term>Internet</term>
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<term>Femelle</term>
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<front><div type="abstract" xml:lang="en"><p><b>BACKGROUND</b>
</p>
<p>Percussion instruments are commonly used in music therapy practice; however, the body of published literature regarding music therapy-related percussion training and practice is limited.</p>
</div>
<div type="abstract" xml:lang="en"><p><b>OBJECTIVE</b>
</p>
<p>The purpose of our survey study was to describe: (a) clinician perspectives of their academic percussion training; (b) use of percussion testing during academic training; (c) clinician perspectives on relevance, adequacy, and importance of academic percussion training; (d) clinician perspectives of their nonacademic percussion training; and (e) current use of percussion in clinical practice. Through comparisons of these parameters, we sought to provide information that may inform future percussion use and training.</p>
</div>
<div type="abstract" xml:lang="en"><p><b>METHODS</b>
</p>
<p>Participants were selected using an email list from the Certification Board for Music Therapists. Board-certified music therapists (MT-BC) were provided with a researcher-created survey about academic percussion training, nonacademic percussion training, and use of percussion in clinical practice.</p>
</div>
<div type="abstract" xml:lang="en"><p><b>RESULTS</b>
</p>
<p>Survey response rate was 14.4% (611/4234). We used demographic data to address potential nonresponse error and ensure population representation for region of residence and region of academic training. Results revealed concerns about perceived adequacy of percussion training received during music therapy education (14.6% reported receiving no academic percussion training; 40.6% reported training was not adequate), and absence of percussion-specific proficiency exams. Of the training received, 62.8% indicated that training was relevant; however, a majority (76.5%) recommended current music therapy students receive more percussion training on instruments and skills most relevant to clinical practice.</p>
</div>
<div type="abstract" xml:lang="en"><p><b>CONCLUSIONS</b>
</p>
<p>Comparisons between academic training, perceived needs in academic training, and clinical usage may inform future training and clinical competency. We provide suggestions for developing future training, as well as for furthering clinical implementation and research.</p>
</div>
</front>
</TEI>
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