A systematic review and meta-analysis of selected motor learning principles in physiotherapy and medical education
Identifieur interne : 000305 ( Main/Exploration ); précédent : 000304; suivant : 000306A systematic review and meta-analysis of selected motor learning principles in physiotherapy and medical education
Auteurs : Martin Sattelmayer [Royaume-Uni, Suisse] ; Simone Elsig [Suisse] ; Roger Hilfiker [Suisse] ; Gillian Baer [Royaume-Uni]Source :
- BMC Medical Education [ 1472-6920 ] ; 2016.
Abstract
Learning of procedural skills is an essential component in the education of future health professionals. There is little evidence on how procedural skills are best learnt and practiced in education. There is a need for educators to know what specific interventions could be used to increase learning of these skills. However, there is growing evidence from rehabilitation science, sport science and psychology that learning can be promoted with the application of motor learning principles. The aim of this review was to systematically evaluate the evidence for selected motor learning principles in physiotherapy and medical education. The selected principles were: whole or part practice, random or blocked practice, mental or no additional mental practice and terminal or concurrent feedback.
CINAHL, Cochrane Central, Embase, Eric and Medline were systematically searched for eligible studies using pre-defined keywords. Included studies were evaluated on their risk of bias with the Cochrane Collaboration’s risk of bias tool.
The search resulted in 740 records, following screening for relevance 15 randomised controlled trials including 695 participants were included in this systematic review. Most procedural skills in this review related to surgical procedures. Mental practice significantly improved performance on a post-acquisition test (SMD: 0.43, 95 % CI 0.01 to 0.85). Terminal feedback significantly improved learning on a transfer test (SMD: 0.94, 95 % CI 0.18 to 1.70). There were indications that whole practice had some advantages over part practice and random practice was superior to blocked practice on post-acquisition tests. All studies were evaluated as having a high risk of bias. Next to a possible performance bias in all included studies the method of sequence generation was often poorly reported.
There is some evidence to recommend the use of mental practice for procedural learning in medical education. There is limited evidence to conclude that terminal feedback is more effective than concurrent feedback on a transfer test. For the remaining parameters that were reviewed there was insufficient evidence to make definitive recommendations.
The online version of this article (doi:10.1186/s12909-016-0538-z) contains supplementary material, which is available to authorized users.
Url:
DOI: 10.1186/s12909-016-0538-z
PubMed: 26768734
PubMed Central: 4714441
Affiliations:
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Western Switzerland Valais (HES-SO Valais-Wallis), School of Health Sciences, Leukerbad</wicri:regionArea><wicri:noRegion>Leukerbad</wicri:noRegion></affiliation></author><author><name sortKey="Elsig, Simone" sort="Elsig, Simone" uniqKey="Elsig S" first="Simone" last="Elsig">Simone Elsig</name><affiliation wicri:level="1"><nlm:aff id="Aff2">University of Applied Sciences and Arts Western Switzerland Valais (HES-SO Valais-Wallis), School of Health Sciences, Leukerbad, Switzerland</nlm:aff><country xml:lang="fr">Suisse</country><wicri:regionArea>University of Applied Sciences and Arts Western Switzerland Valais (HES-SO Valais-Wallis), School of Health Sciences, Leukerbad</wicri:regionArea><wicri:noRegion>Leukerbad</wicri:noRegion></affiliation></author><author><name sortKey="Hilfiker, Roger" sort="Hilfiker, Roger" uniqKey="Hilfiker R" first="Roger" last="Hilfiker">Roger Hilfiker</name><affiliation wicri:level="1"><nlm:aff id="Aff2">University of Applied Sciences and Arts Western Switzerland Valais (HES-SO Valais-Wallis), School of Health Sciences, Leukerbad, Switzerland</nlm:aff><country xml:lang="fr">Suisse</country><wicri:regionArea>University of Applied Sciences and Arts Western Switzerland Valais (HES-SO Valais-Wallis), School of Health Sciences, Leukerbad</wicri:regionArea><wicri:noRegion>Leukerbad</wicri:noRegion></affiliation></author><author><name sortKey="Baer, Gillian" sort="Baer, Gillian" uniqKey="Baer G" first="Gillian" last="Baer">Gillian Baer</name><affiliation wicri:level="2"><nlm:aff id="Aff1">Queen Margaret University, School of Health Sciences, Physiotherapy, Edinburgh, Scotland</nlm:aff><country>Royaume-Uni</country><placeName><region type="country">Écosse</region></placeName><wicri:cityArea>Queen Margaret University, School of Health Sciences, Physiotherapy, Edinburgh</wicri:cityArea></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PMC</idno><idno type="pmid">26768734</idno><idno type="pmc">4714441</idno><idno type="url">http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4714441</idno><idno type="RBID">PMC:4714441</idno><idno type="doi">10.1186/s12909-016-0538-z</idno><date when="2016">2016</date><idno type="wicri:Area/Pmc/Corpus">000749</idno><idno type="wicri:Area/Pmc/Curation">000749</idno><idno type="wicri:Area/Pmc/Checkpoint">000174</idno><idno type="wicri:Area/Ncbi/Merge">003F13</idno><idno type="wicri:Area/Ncbi/Curation">003F13</idno><idno type="wicri:Area/Ncbi/Checkpoint">003F13</idno><idno type="wicri:Area/Main/Merge">000305</idno><idno type="wicri:Area/Main/Curation">000305</idno><idno type="wicri:Area/Main/Exploration">000305</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en" level="a" type="main">A systematic review and meta-analysis of selected motor learning principles in physiotherapy and medical education</title><author><name sortKey="Sattelmayer, Martin" sort="Sattelmayer, Martin" uniqKey="Sattelmayer M" first="Martin" last="Sattelmayer">Martin Sattelmayer</name><affiliation wicri:level="2"><nlm:aff id="Aff1">Queen Margaret University, School of Health Sciences, Physiotherapy, Edinburgh, Scotland</nlm:aff><country>Royaume-Uni</country><placeName><region type="country">Écosse</region></placeName><wicri:cityArea>Queen Margaret University, School of Health Sciences, Physiotherapy, Edinburgh</wicri:cityArea></affiliation><affiliation wicri:level="1"><nlm:aff id="Aff2">University of Applied Sciences and Arts Western Switzerland Valais (HES-SO Valais-Wallis), School of Health Sciences, Leukerbad, Switzerland</nlm:aff><country xml:lang="fr">Suisse</country><wicri:regionArea>University of Applied Sciences and Arts Western Switzerland Valais (HES-SO Valais-Wallis), School of Health Sciences, Leukerbad</wicri:regionArea><wicri:noRegion>Leukerbad</wicri:noRegion></affiliation></author><author><name sortKey="Elsig, Simone" sort="Elsig, Simone" uniqKey="Elsig S" first="Simone" last="Elsig">Simone Elsig</name><affiliation wicri:level="1"><nlm:aff id="Aff2">University of Applied Sciences and Arts Western Switzerland Valais (HES-SO Valais-Wallis), School of Health Sciences, Leukerbad, Switzerland</nlm:aff><country xml:lang="fr">Suisse</country><wicri:regionArea>University of Applied Sciences and Arts Western Switzerland Valais (HES-SO Valais-Wallis), School of Health Sciences, Leukerbad</wicri:regionArea><wicri:noRegion>Leukerbad</wicri:noRegion></affiliation></author><author><name sortKey="Hilfiker, Roger" sort="Hilfiker, Roger" uniqKey="Hilfiker R" first="Roger" last="Hilfiker">Roger Hilfiker</name><affiliation wicri:level="1"><nlm:aff id="Aff2">University of Applied Sciences and Arts Western Switzerland Valais (HES-SO Valais-Wallis), School of Health Sciences, Leukerbad, Switzerland</nlm:aff><country xml:lang="fr">Suisse</country><wicri:regionArea>University of Applied Sciences and Arts Western Switzerland Valais (HES-SO Valais-Wallis), School of Health Sciences, Leukerbad</wicri:regionArea><wicri:noRegion>Leukerbad</wicri:noRegion></affiliation></author><author><name sortKey="Baer, Gillian" sort="Baer, Gillian" uniqKey="Baer G" first="Gillian" last="Baer">Gillian Baer</name><affiliation wicri:level="2"><nlm:aff id="Aff1">Queen Margaret University, School of Health Sciences, Physiotherapy, Edinburgh, Scotland</nlm:aff><country>Royaume-Uni</country><placeName><region type="country">Écosse</region></placeName><wicri:cityArea>Queen Margaret University, School of Health Sciences, Physiotherapy, Edinburgh</wicri:cityArea></affiliation></author></analytic><series><title level="j">BMC Medical Education</title><idno type="eISSN">1472-6920</idno><imprint><date when="2016">2016</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><sec><title>Background</title><p>Learning of procedural skills is an essential component in the education of future health professionals. There is little evidence on how procedural skills are best learnt and practiced in education. There is a need for educators to know what specific interventions could be used to increase learning of these skills. However, there is growing evidence from rehabilitation science, sport science and psychology that learning can be promoted with the application of motor learning principles. The aim of this review was to systematically evaluate the evidence for selected motor learning principles in physiotherapy and medical education. The selected principles were: whole or part practice, random or blocked practice, mental or no additional mental practice and terminal or concurrent feedback.</p></sec><sec><title>Methods</title><p>CINAHL, Cochrane Central, Embase, Eric and Medline were systematically searched for eligible studies using pre-defined keywords. Included studies were evaluated on their risk of bias with the Cochrane Collaboration’s risk of bias tool.</p></sec><sec><title>Results</title><p>The search resulted in 740 records, following screening for relevance 15 randomised controlled trials including 695 participants were included in this systematic review. Most procedural skills in this review related to surgical procedures. Mental practice significantly improved performance on a post-acquisition test (SMD: 0.43, 95 % CI 0.01 to 0.85). Terminal feedback significantly improved learning on a transfer test (SMD: 0.94, 95 % CI 0.18 to 1.70). There were indications that whole practice had some advantages over part practice and random practice was superior to blocked practice on post-acquisition tests. All studies were evaluated as having a high risk of bias. Next to a possible performance bias in all included studies the method of sequence generation was often poorly reported.</p></sec><sec><title>Conclusions</title><p>There is some evidence to recommend the use of mental practice for procedural learning in medical education. There is limited evidence to conclude that terminal feedback is more effective than concurrent feedback on a transfer test. For the remaining parameters that were reviewed there was insufficient evidence to make definitive recommendations.</p></sec><sec><title>Electronic supplementary material</title><p>The online version of this article (doi:10.1186/s12909-016-0538-z) contains supplementary material, which is available to authorized users.</p></sec></div></front><back><div1 type="bibliography"><listBibl><biblStruct></biblStruct><biblStruct><analytic><author><name sortKey="Kovacs, G" uniqKey="Kovacs G">G Kovacs</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Triano, Jj" uniqKey="Triano J">JJ Triano</name></author><author><name sortKey="Descarreaux, M" uniqKey="Descarreaux M">M Descarreaux</name></author><author><name sortKey="Dugas, C" uniqKey="Dugas C">C Dugas</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Michels, Me" uniqKey="Michels M">ME Michels</name></author><author><name sortKey="Evans, De" uniqKey="Evans D">DE 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Egger</name></author></analytic></biblStruct><biblStruct></biblStruct><biblStruct><analytic><author><name sortKey="Braun, Sm" uniqKey="Braun S">SM Braun</name></author><author><name sortKey="Beurskens, Aj" uniqKey="Beurskens A">AJ Beurskens</name></author><author><name sortKey="Borm, Pj" uniqKey="Borm P">PJ Borm</name></author><author><name sortKey="Schack, T" uniqKey="Schack T">T Schack</name></author><author><name sortKey="Wade, Dt" uniqKey="Wade D">DT Wade</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Jeannerod, M" uniqKey="Jeannerod M">M Jeannerod</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Hetu, S" uniqKey="Hetu S">S Hétu</name></author><author><name sortKey="Gregoire, M" uniqKey="Gregoire M">M Grégoire</name></author><author><name sortKey="Saimpont, A" uniqKey="Saimpont A">A Saimpont</name></author><author><name sortKey="Coll, M P" uniqKey="Coll M">M-P Coll</name></author><author><name sortKey="Eugene, F" uniqKey="Eugene F">F Eugène</name></author><author><name sortKey="Michon, P E" uniqKey="Michon P">P-E Michon</name></author></analytic></biblStruct></listBibl></div1></back></TEI><affiliations><list><country><li>Royaume-Uni</li><li>Suisse</li></country><region><li>Écosse</li></region></list><tree><country name="Royaume-Uni"><region name="Écosse"><name sortKey="Sattelmayer, Martin" sort="Sattelmayer, Martin" uniqKey="Sattelmayer M" first="Martin" last="Sattelmayer">Martin Sattelmayer</name></region><name sortKey="Baer, Gillian" sort="Baer, Gillian" uniqKey="Baer G" first="Gillian" last="Baer">Gillian Baer</name></country><country name="Suisse"><noRegion><name sortKey="Sattelmayer, Martin" sort="Sattelmayer, Martin" uniqKey="Sattelmayer M" first="Martin" last="Sattelmayer">Martin Sattelmayer</name></noRegion><name sortKey="Elsig, Simone" sort="Elsig, Simone" uniqKey="Elsig S" first="Simone" last="Elsig">Simone Elsig</name><name sortKey="Hilfiker, Roger" sort="Hilfiker, Roger" uniqKey="Hilfiker R" first="Roger" last="Hilfiker">Roger Hilfiker</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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