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Movement Representation Strategies as a Tool for Educational Innovation in Physiotherapy Students: A Randomized Single-Blind Controlled-Pilot Trial

Author

Listed:
  • Ferran Cuenca-Martínez

    (Department of Physiotherapy, University of Valencia, 46010 Valencia, Spain)

  • Luis Suso-Martí

    (Exercise Intervention for Health Research Group (EXINH-RG), Department of Physiotherapy, University of Valencia, 46010 Valencia, Spain)

  • Borja Peréz-Domínguez

    (Exercise Intervention for Health Research Group (EXINH-RG), Department of Physiotherapy, University of Valencia, 46010 Valencia, Spain)

  • Joaquín Calatayud

    (Exercise Intervention for Health Research Group (EXINH-RG), Department of Physiotherapy, University of Valencia, 46010 Valencia, Spain)

  • Rubén López-Bueno

    (Department of Physical Medicine and Nursing, University of Zaragoza, 50009 Zaragoza, Spain)

  • Pedro Gargallo

    (Department of Physiotherapy, Faculty of Medicine and Health Science, Catholic University of Valencia, 46001 Valencia, Spain)

  • María Blanco-Díaz

    (Surgery and Medical Surgical Specialties Department, Faculty of Medicine and Health Sciences, University of Oviedo, 33003 Oviedo, Spain)

  • José Casaña

    (Exercise Intervention for Health Research Group (EXINH-RG), Department of Physiotherapy, University of Valencia, 46010 Valencia, Spain)

Abstract

Physiotherapy has a strictly theoretical body of knowledge, but for the most part, the physiotherapist’s learning is practical. The practical part is fundamental to acquire clinical skills that the physiotherapist will later use in professional practice. The main aim of this study was to assess the effectiveness of movement representation strategies (MRS) in the improvement of manual skills of physiotherapy students as an educational innovation strategy. We randomly assigned 30 participants to an action observation practice (AOP), motor imagery practice (MIP), or sham observation (SO) group. A high velocity, low amplitude lumbar manipulation technique that is widely used in clinical physiotherapy practice was taught in one session. The primary outcomes were required time and test score. The secondary outcomes were perceived mental fatigue and perceived difficulty for learning. The outcomes were assessed preintervention and immediately after the intervention (postintervention). The main results showed that both AOP and MIP improved the total time required and the test score, as well as entailed less perceived difficulty for learning. However, both strategies showed a higher level of mental fatigue after the intervention, which was higher in the MIP group. Based on the results obtained, it seems that the application of MRS promotes greater learning of manual motor tasks in physiotherapy students and could be used as educational innovation strategies.

Suggested Citation

  • Ferran Cuenca-Martínez & Luis Suso-Martí & Borja Peréz-Domínguez & Joaquín Calatayud & Rubén López-Bueno & Pedro Gargallo & María Blanco-Díaz & José Casaña, 2023. "Movement Representation Strategies as a Tool for Educational Innovation in Physiotherapy Students: A Randomized Single-Blind Controlled-Pilot Trial," IJERPH, MDPI, vol. 20(5), pages 1-12, March.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:5:p:4473-:d:1086046
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    References listed on IDEAS

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    1. Kenneth F Schulz & Douglas G Altman & David Moher & for the CONSORT Group, 2010. "CONSORT 2010 Statement: Updated Guidelines for Reporting Parallel Group Randomised Trials," PLOS Medicine, Public Library of Science, vol. 7(3), pages 1-7, March.
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