The Effects of Action Observation and Motor Imagery on Students' Ability to Locate Anatomical Locations: A Randomised Control Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 33
- 试验地点
- 1
- 主要终点
- Location of key anatomical locations
研究概览
简要总结
The aim of this investigation is to measure if additional pedagogical techniques (Action Observation and Motor Imagery) improve student's ability to identify anatomical structures compared to traditional teaching techniques.
详细描述
The aim of this investigation is to measure if additional pedagogical techniques (Action Observation and Motor Imagery) improve student's ability to identify anatomical structures compared to traditional teaching techniques. Action observation is defined as watching human movement either via a pre-recorded video or a live demonstration. Motor imagery is defined as the mental representation of human movement, including its sensory and motor aspects, without physically executing the action. For example, imagining the feeling and effort of moving your upper-limb to reach out and grasp a glass of water from on top of a table. Motor imagery practice is defined as the structured engagement in motor imagery over time for the purpose of acquiring and enhancing motor skills.
Traditional teaching of anatomy using a common powerpoint based method, will be compared to the traditional powerpoint method plus the addition of action observation techniques or action observation and motor imagery techniques. The investigation, will also look at whether these interventions have an effect on information retention, by retesting the groups at a later date.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- Double (Investigator, Outcomes Assessor)
盲法说明
Groups will be allocated by an academic researcher not involved in the study. The outcome assessor will be blinded to group allocation
入排标准
- 年龄范围
- 18 Years 至 65 Years（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Level 4 (year one) pre-registration Teesside University physiotherapy/Occupational Therapy/Radiography/Sports Rehab students.
- •No previous specific University anatomy training.
- •Willing to provide informed consent.
排除标准
- •Non Teesside University students
- •Healthcare students with previous University level anatomy knowledge (including those with past healthcare degrees).
- •Not willing to provide consent.
结局指标
主要结局
Location of key anatomical locations
时间窗: Immediately post intervention and one week later
Each participant from each group will be required to required to palpate and locate 4 key anatomical locations from a list of Biceps Femoris Distal Tendon, Tibialis Posterior Tendon, tibiofemoral joint line, Talocrural joint line, Acromioclavicular Joint line, Long Head of Biceps, Glenohumeral joint line. The accuracy of location will be assessed by diagnostic ultrasound.
次要结局
- The Edinburgh Handedness Inventory(Pre intervention)
- Movement Imagery Questionnaire-3(Pre- and post intervention (one week later))
- Vividness of Movement Imagery Questionnaire-2(Pre- and post intervention (one week later))
研究者
Paul Chesterton
Professor
Teesside University