| Summary: | 碩士 === 國立成功大學 === 醫學工程研究所碩博士班 === 90 === The aim of this study was to evaluate the effect of quantitative concurrent feedback and terminal feedback of performance on learning of joint mobilization. A Joint Translation Simulator (JTS) was designed to simulate tissue response during mobilization. Load-displacement relationships recorded from material testing of specimens were used as practicing models. The Grade II and Grade III force were determined experimentally based on Kaltenborn’s definition of Grades of mobilization. Thirty-six physical therapy students were randomly assigned into four groups: control group, no feedback group, concurrent feedback group, and terminal group. Control group received no skill training, and no feedback group learned to perform joint mobilization without any quantitative feedback. Concurrent or terminal feedback of the performance which contained standard force and applied force was given respectively to the two feedback groups via a monitor. The three experimental groups practiced for 75 trials in each grade of each model while applied forces were measured. This testing was done prior to training (pretest), immediately after training (immediate retention test), and five days after learning phase (delayed retention test). Normalized absolute errors were calculated and analyzed. The results indicated that both concurrent and terminal feedback groups performed more accurately and consistently during acquisition phase than did the no feedback group. Performance of subjects who received feedback while practicing significantly improved during immediate retention tests and five days after training sessions. However, results of our study did not provide further support for the guidance hypothesis. Learning effects of mobilization skills can be enhanced either by quantitative concurrent feedback or by terminal feedback.
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