Learning spinal manipulation: A best-evidence synthesis of teaching methods

Area of Science:

• Chiropractic Education
• Spinal Manipulative Therapy (SMT)
• Pedagogical Methods

Background:

• Effective teaching of spinal manipulative therapy (SMT) is crucial for chiropractic student competency.
• Existing literature presents diverse pedagogical approaches for SMT instruction.
• A comprehensive synthesis of these methods is needed to guide chiropractic education.

Purpose of the Study:

• To evaluate the effectiveness of various reported methods for teaching spinal manipulative therapy (SMT) to chiropractic students.
• To identify and synthesize the best-evidence approaches in chiropractic SMT education.
• To inform curriculum development in chiropractic colleges.

Main Methods:

• A best-evidence literature synthesis was conducted, searching 5 electronic databases (1900-2015).
• Eligible studies were critically appraised using Scottish Intercollegiate Guidelines Network criteria.
• Scientifically admissible studies were synthesized using best-evidence principles.

Main Results:

• Eleven of twenty critically appraised articles were deemed scientifically admissible.
• Teaching aids identified included specialized manikins (e.g., cervical, cardiopulmonary resuscitation), load cells, and instrumented treatment tables.
• Methods involved various technological and physical aids to simulate SMT techniques.

Conclusions:

• Multiple methods exist for teaching spinal manipulative therapy techniques.
• Integrating diverse teaching methods into chiropractic curricula is recommended.
• Further research is needed to advance SMT education and skill development.