resourcesABOUT MT AUTHOR GUIDELINES CLASSIFIEDS EDITORIAL CALENDAR MEDIA GUIDE MASSAGE MART SCHOOLS & EDUCATION FEEDBACK
How Much is Enough?
One of the primary arguments used against acupuncture care is the overuse of treatment. Some people say, "once you go, you have to go forever."
No Whining on the Yacht
This admonition – no whining on the yacht – may sound familiar to you. Many claim its origination.
News in Brief
In Remembrance: A Moment of Silence for Dr. Dick Versendaal; NYCC Named Chiropractic College of the Year by ACA; National University Partners With Indiana VA Facility.
Alternatives to the Rainy Day Fund: Better Things to Do With Your Money
Google "rainy day fund" and you'll find the predominant and traditional advice given today is that you need to have three months of living expenses saved for an emergency. Some even recommend six months or more.
Your Chance to Go Back to High School
As the father of a student who recently entered high-school sports (soccer), I have come to recognize an untapped opportunity for the chiropractic profession.
We Get Letters & E-Mail
Shouldn't the Pentagon Know More About Chiropractic Care? Office Flow: Have You Reviewed the Patient Experience Lately? Let's Stop Confusing the Public About Chiropractic; Cutting Down the Cherry Tree.
AAAOM: Facing An Ultimatum
On the heels of the growing discontent with leaders of the AAAOM, the Council of State Associations (CSA) recently took it upon themselves to present the organization with an ultimatum: for all board members to resign from the board and turn the organization over to the CSA or they will proceed on their own to become the primary representative of the AOM profession.
Environmental Toxins: Cause of Modern Illness (Part I)
Environmental toxins have created burdens on the human body that put demands beyond our evolutionary development. Modern diseases that historically did not exist to any great degree have been rising sharply in the last 40 years.
Enhancing TCM with Enzymes
Herbal formulations are an integral component for most Traditional Chinese Medicine (TCM) practitioners. One of the best ways to enhance their effectiveness is the addition of plant-based enzymes.
Colorado to Have the First Acupuncture Medical Reserve Corps in the U.S.
In the summer of 2012, Colorado was on fire. Literally. Many acupuncturists from around the state, especially those who had received disaster response training through AWB, wanted to help those affected by the fires as well as the first responders and tireless state and local officials, with the healing and stress-relief of acupuncture.
Making Sense of Chronic Inflammation
Inflammation is big business, evidenced by not only the laundry lists of medications patients bring me aimed at managing inflammation, but also the never-ending stream of advertisements for anti-inflammatory supplements that constantly find their way to my desk.
Revisiting the Neurological Exam
In spinal trauma or disease, the neurological exam chiefly aims to determine whether one (or more) of three basic neurological conditions is present: myelopathy, radiculopathy and peripheral nerve disorder.
Dry Needling is Acupuncture: Anatomy of a Legal Victory in Oregon
On January 23, 2014, the Oregon Court of Appeals overturned the Oregon Board of Chiropractic Examiners "dry needling" administrative rule, which allowed chiropractic physicians to perform acupuncture after only 24 hours of training.
Chiropractic Management of Sports-Related Tendinopathy
Tendinopathy is increasing in prevalence and accounts for a substantial percentage of sports injuries. Despite the magnitude of the disorder, research on chiropractic treatment is limited.
Shoulder Strategies: Reduce Pain, Improve Function With Proper Taping
Shoulder pain / dysfunction is a common problem for chiropractic patients. Clinicians who utilize elastic therapeutic taping as part of their treatment approach know it can be effective for a variety of shoulder problems.
Through the Eyes of a Child
Once upon a time there was a girl name Lucy. Lucy had cancer, but she had a heart filled with love and compassion. Please come along to hear this story of an amazing child, her tenacity and her dream to help other children.
San Zhen Protocols Part II: Case Studies
In my last article, I presented a collection of three-point acupuncture combinations which can provide effective clinical results.
Anti-Aging: Educating Your Patients About The Skin
We know that cosmetic acupuncture works but what then? Education is a key part to the practice of Chinese medicine and when you practice cosmetic acupuncture, facial rejuvenation, etc., it is time talk about skin with your patients.
Dietary Supplement Research: Contradictions, Bias, Misinterpretation and Confusion
I do not care what the truth is, one way or another; I just want to know it. And when it comes to dietary supplements, the truth can be hard to find for a number of reasons.
The Recliner Test
"Hi, Bill, how are you?" "Oh, I'm OK, Doc. I've got pain down the leg again, so I thought I would stop by and get you to check it."
Arch Height and Running Shoes: The Best Advice to Give Patients
Because runners with different arch heights are prone to different injuries, running shoe manufacturers have developed motion-control, stability and cushion running shoes for low-, neutral- and high-arched runners, respectively.
Evaluating Prenatal and Pediatric Automobile Injuries
Often in a family practice, one of your patients or an entire family is in an automobile accident and you are sought out to provide care for their soft-tissue injuries.
Are You Driving Patients Toward Dependence on Big Pharma?
Over the years I have had the opportunity to talk to doctors of chiropractic about health promotion, wellness and preventive care in chiropractic practice.
Socializing In My Slippers
When I graduated college, I had grandiose dreams of becoming an amazing acupuncturist. I wanted to build a great practice and make a good living. For four years, 13 semesters to be exact, I had a spreadsheet.
Chinese Herbs Debut at the Cleveland Clinic
Chinese herbal medicine is now being prescribed at the Cleveland Clinic thanks to a trailblazing team of people.
January, 2014, Vol. 14, Issue 01
The Myths and Realities of Online Education
By Whitney Lowe, LMT
Over the last 100 years, a number of technological innovations took place which forecasters predicted would radically shake up the education world. First it was radio, then television, then videotape recording.In each instance, a revolution of the education environment never materialized. Now, many of the same things are being said about online education and its potential to radically transform learning. But this time things are very different. We are witnessing the rapid emergence of what business visionary Clayton Christiansen refers to as a disruptive innovation, a change that fundamentally alters the way things have been done in the past.1
Online education doesn't merely have the potential to - it already is - fundamentally changing education. The massage therapy profession is experiencing the effects of this change, particularly in programs associated with higher education institutions. However, primary obstacles to greater integration of online education exist at both entry-level and in continuing education in the profession. These revolve around fundamental myths and misunderstandings about online education.
"I'm really more of a kinesthetic or hands-on learner, so online education is not for me." Current research shows the theoretical models of "dominant learning styles" such as the "visual," "auditory" or "kinesthetic" are unfounded. We, in fact, learn through each of these three channels, they are integrated. What is far more important is the quality and type of instructional design and whether it is appropriate for the learning activity being used.
Massage technique emphasizes physical skills; the individual is learning to use their hands as tools. Thus, performing the actual techniques with supervision of an instructor is paramount in entry-level education. However, instructor presence may not always be imperative. For example, in continuing education, when a professional has experience and a degree of skill, they can often learn a technique through a well-designed video clip. In fact, they might be able to see the instructor better in a video than in a workshop full of a large number of people. There are many instances when a person could learn technique-oriented content through a distance learning strategy.
This myth assumes that all massage education is about hands-on activity, or at least that is what is most important. Yet, there is a vast amount of knowledge about how, when, why and where to use these methods appropriately and effectively that does not involve manual, but cognitive learning. (The tool is only as good as the knowledge of the tool user.)
There is nothing uniquely kinesthetic about sitting in a chair and listening to someone lecture. Yet, this is common in classroom environments (and admittedly many online classes as well). The fact that you're in the physical presence of others does not necessarily improve the educational experience. If you are only learning a technique, then it can make sense to be there in person (if, in fact, you have a good view, the class is small enough and you are actually learning something).
Other course work can be very effectively delivered online with high-quality course construction. I have found that those who claim to prefer a "hands-on" type of experience often thrive in my online courses since the courses are interactive, visual in the sense that they are full of multimedia learning elements and they engage the student. A really good online course is designed so that it is dynamic, active, engaging and interactive.
"Online learning is impersonal and I prefer to work directly with an instructor." A few basic entry programs are experimenting with online elements for their courses. But it is a rare online course in massage continuing education in which the instructor is directly involved in the course. The knowledge of educational technology and multimedia course design are beyond the skill base for a lot of CE providers.
However, when an instructor is involved, the course can be more rewarding, interactive and personal even more than a classroom experience. Many of my students routinely say they feel more comfortable speaking out in online discussions or communicating directly with me or other students because they can take the time to properly formulate thoughts and responses. The shyest student in a workshop who might never pose a question in that setting has far more freedom to express themselves and ask questions in an online course.
In a quality online class, coursework can be designed to be student-centric, with the instructor playing the role of facilitator. When students have an instructor interacting with them, the class can be a far more enriching learning experience. An active-style-learning design allows for greater opportunity for communication and collaborative learning between students, as well as between the student and instructor.
Course work, though, must be designed appropriately. There is a big difference between the skills needed to be a classroom teacher and those needed to teach online. Seasoned online instructors know how to leverage greater communication and interactivity throughout their courses. The course designer is crucially important in online education, and the more the designer understands proper content and instructional strategies, the better the course she or he can build.
Clearly, for the classroom instructor having an online element that involves more interaction with the student can be more time consuming (however, this is usually made up by more focused and efficient classroom time). This is true for continuing education where traditional online courses require minimal, if any, involvement.
A facilitated (instructor led) online course allows students to communicate with the instructor throughout the duration of the course. As students integrate the work and materials into their practice, important inquiries often arise. Having the instructor available at that point can be highly beneficial.
"Online learning seems too passive. I like a more engaged learning experience."
People attain this perception because the majority of what is called online learning in the massage profession is, in fact, passive. A recent article on online learning in massage referred to three styles - the webinar, text-based and video - as the three options available for online courses. That may have been what the author offered, but this hardly constitutes the bulk of online learning outside the massage profession.
Text, webinars or video can be all there is to an online course, with some kind of test at the end for the participant to receive CEs for answering. But more engaged courses use these as components and use educational design platforms that allow more active learning activities. Simply reading text, listening to a webinar or watching a video are passive learning experiences. The massage profession is burgeoning with these courses. But these courses represent the more remedial end of online learning course design.
Online education presents unique opportunities to produce activities that engage the student in applied, dynamic learning. There is a wealth of research on the advantages of engaged or active learning vs. passive learning. One of the biggest advantages of advanced online course design is the ability to move beyond the antiquated "text and test" model. Applied learning does not ask the student to recall or remember material; it requires the student apply that material in innovative, well-designed activities that cement the information into the student's repertoire of function.
Simulations, scenarios and problem-based learning strategies are just a few of the options that can be used in online education to produce a highly individualized learning path that closely mimics the way an individual uses their knowledge and skills every day. This type of design produces rich and interactive learning experiences that are not possible in a traditional classroom (or passive learning options).
These learning experiences are complex and challenging to build and require a good understanding of multimedia technology and learning theory to be truly effective. But when designed correctly, they produce better learning outcomes and a far more interesting and interactive learning experience for the student. Rather than asking if the style of learning is visual or kinesthetic, students exploring online learning options should evaluate if the course is active or passive; what does the course have you doing?
"Massage is unique and online education does not work in our field." This is one of the more frustrating myths I encounter. It is perpetuated by state licensing boards and other regulating agencies that refuse to acknowledge online education for entry-level training or for certain continuing education credits. The argument being, that there is something different about massage than every other healthcare field which has chosen to adopt online education strategies.
Most states have stringent limitations or outright prohibitions against any of the basic curriculum being delivered online. Yet, massage technique is only one portion of any curriculum or foundation of knowledge required for massage practice. Perhaps those in opposition should look at Stanford Medical School which has produced some of the most innovative online learning strategies available for medical students. Is it really true that anatomy and the sciences can be taught online at Stanford, but is not good enough for the massage therapy field?
Most states have limitations for how many continuing education hours can be earned through online education as well. The purpose of continuing education is to continue the professional development of the practitioner. This is the reason the National Certification Board allows online education now for their certification.
The University of British Columbia has a masters degree in rehabilitation science that is completely online. In many states, none of that coursework would qualify for continuing education credits for a massage therapist in the U.S. However, sitting in the back of the room in a workshop and texting would qualify me for more CE credits than one of their courses.
"Most online courses are not very good." There is some truth to this statement – in the massage profession. But, this statement is entirely dependent on the instructor, the course design and the content quality. Bad classroom courses can be found just as readily as bad online courses. Notably, you can have a bad course with a well-known instructor and a fabulous course with an unknown; a remarkable well-designed online course and a poor workshop experience with a star, etc.
It is so easy to throw a simple course up online that the massage profession is getting flooded with really low quality courses. Most online course creators do not either have the interest, time, design training or the investment in online course technology and platforms to produce high-quality courses. The fact is, moving beyond simply putting a test online to go with a webinar, video or PDF takes a serious time and financial investment from the instructor. And it requires either training for that course creator or a rather substantial investment to hire someone qualified to create this kind of learning experience for the student.
In online education, deciphering the good from the bad takes some investigation, just as it does with a workshop. Choosing the most beneficial and cost-effective course – either online or workshop – can be difficult. Wading through the marketing lingo to get at the truth of a course can be an investigative project. We all want to make the wisest investment into our professional development that we can.
Having taught in the classroom for 25 years and been involved in online education for more than a decade, I see tremendous potential for online learning. But I also see a lot of room to grow overall in our educational programs in massage. The discrimination against online education in the massage profession is akin to saying you must travel from point A to point B, but we will only recognize your arrival if you come in a Ford, not a Chevrolet.
The key is about the quality of instructional design and not the method of delivery itself. It's time to start focusing on developing high-quality learning experiences regardless of what vehicle we use to achieve our educational goals.
Click here for more information about Whitney Lowe, LMT.
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