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What's Chiropractic Research Worth to You?
The Palmer Center for Chiropractic Research (PCCR), in celebration of its 20th anniversary, has announced it is spearheading a fundraising campaign to support chiropractic research.
A Chiropractor's Guide to Yoga
"Doctor, can I continue to do yoga while undergoing your care?" "Is it OK for me to go back to yoga while I'm getting my back treated?" "It is safe to start my yoga classes again after my neck pain improves?"
Fertility and Poly-Unsaturated Fatty Acids
Starting or expanding one's family is a major milestone. It's something that more and more people seek out health care advice and support for.
Practicing with Authenticity
To extrapolate from the above quote, patients love healthcare providers they can trust. One way to earn the trust of your patients is by practicing with authenticity. What does that mean, exactly?
Getting a YES: An Effective Strategy for Overcoming Patient Objections
Patients make more excuses for declining care from an acupuncturist than perhaps any other type of doctor. Various reasons hold them back from making a commitment to care.
More Chiropractors Required
An intriguing study published in the Journal of the American Board of Family Medicine examines how "chiropractic care affects use of primary care physician (PCP) services."
Change Lives by Supporting Chiropractic Research: Are You In?
The Palmer Center for Chiropractic Research (PCCR), in celebration of its 20th anniversary, has announced it is spearheading a fund-raising campaign to support chiropractic research.
Harvard Health References Flawed AHA Position Paper
In its special health report, "Stroke: Diagnosing, Treating, and Recovering From a 'Brain Attack,'" Harvard Health Publications includes information from the American Heart Association's 2014 position statement on cervical manipulation and cervical dissection – a statement the American Chiropractic Association emphasized in a letter to Harvard Health mixes "scientific facts with half-truths."
The Short Leg Dilemma
When evaluating a new patient, it is common to note a relative shortening of one leg to the other. Some patients will even tell you they have one, and then pull out the store-bought heel lift they read about online.
Fish Oil: A Key Component of Positive Clinical Outcomes
Patients seem to be presenting with more complex problems, and many are responding to care more slowly or have completely unexpected results. Why?
Oriental Medicine on the World Stage
"Let me win. But if I cannot win, let me be brave in the attempt." This simple, yet powerful statement was lived out time and time again by so many of the athletes from around the world during the Special Olympics World Games in Los Angeles.
An Acupuncturist's View of Medicinal Marijuana
The use of cannabis for medical purposes is very controversial. Use as a panacea by physicians uninitiated to the proper application of herbal medicine, as well as an excuse for recreational use have greatly confused the issue.
Modernization of Chinese Medicine
Language – written, spoken, signed, or otherwise is learned as a means to express our individualized perceptions about the world around us. Language is designed to communicate our personal experiences.
Help: A Need at Every Level
One of the great gifts of training in acupuncture is the ability to take good care of oneself. I recently had a bout of frozen shoulder — an inflammatory syndrome which can be debilitatingly painful and take years to resolve.
The Zen Art of "One Point"
We were always told in our Zen Shiatsu training (by Japanese and Japanese American instructors) that our ultimate aim was to to find that "One Point." To be so focused we could touch just one point to transform Qi throughout a client's body.
Improving Communication Between AOM and Biomedical Providers
How comfortable do you feel talking to Western medical providers? If you are like me, you may not feel as comfortable as you would like. Some of my interactions with MD's haven't been the fruitful steps toward integrative medicine for which I had hoped.
Do Some Good and Grow Your Business with Cause Marketing
Cause marketing is truly one of the best ways that you can promote your services as a acupuncture professional. Cause marketing refers to a type of marketing where a business partners with a non-profit organization to help bring awareness to a charitable cause.
Healing Trauma: Cultivating Resilience and Presence Through Mindfulness, Part 2
In the last issue of Acupuncture Today, the first part of this article introduced the topic of trauma and resilience, and their relationship to the autonomic nervous system response and the concept of the spirit being grounded in the body, and suggested the importance of mindfulness as a tool for healing.
Nuts Reduce Risk of Heart Disease, Cancer and Other Health Problems
Several recent studies suggest regular consumption of nuts may provide a significant degree of protection against certain types of cancer, heart disease, possibly type 2 diabetes and some neurodegenerative diseases.
Practice Policy (Gone Bad): The Sign
Every once in a while, you see something and think to yourself, That's a really bad idea. Case in point: I went to see my medical doctor the other day. Just after being "roomed," as they say, the nurse checked my vital signs. Then she left.
Acupuncture Rising: From Acupuncture Anesthesia to Assisted-IVF, Part 1
Acupuncture's cultural and historical roots go back to the emergence of Chinese civilization. For more than 2,000 years, acupuncture needling has been continuously practiced on the largest population in the world.
Surprising Reasons for Orthotic Efficacy
Clinical outcome studies show orthotics are effective in the management of a wide range of injuries, including plantar fasciitis, Achilles tendinitis and patellofemoral pain syndrome.
Dorsiflexion Dysfunction: Evaluation & Manipulation Techniques
Almost every condition from the foot to the hip can be attributed to the inability to dorsiflex the ankle mortice and other joints that participate in dorsiflexion. Let's start by understanding normal versus abnormal dorsiflexion.
The New Age of Communication
In the age of technology, everyone, including the patient, is seeking faster, easier ways to communicate. With a wealth of social media, blogs, websites and videos, we are constantly barraged with information – to the point of overload.
Patient-Centered Care vs. Payer Restrictions: Your Ethical Obligation
Do you have an ethical obligation to evaluate your patients, make a diagnosis and provide evidence-based, patient-centered health care, irrelevant to the payer restrictions?
News in Brief
Call for Abstracts Announced - Parker Las Vegas 2016; Logan Adds Doctorate Degree; New Role for Dr. James Edwards.
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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