resourcesABOUT MT AUTHOR GUIDELINES CLASSIFIEDS EDITORIAL CALENDAR MEDIA GUIDE MASSAGE MART SCHOOLS & EDUCATION FEEDBACK
TCM & the Caregiving Population: Treatment Considerations & Our Vital Role
Informal caregiving is increasingly a reality for many Americans who find themselves providing unpaid care for a loved one or a family member with a long-term, terminal, or chronic illness.
Reader Beware: Consider the Source
The aftermath of last year's presidential elections brought a running conversation on the role played by "fake news" that was largely presented via social media.
Chiropractic in Texas Is Under Attack
The profession of chiropractic faces an unprecedented challenge in Texas, an attack that is more aggressive, sustained and dangerous than anything previously seen. The medical lobby has launched a coordinated, multi-front assault.
AOM Residency at NUNM
Imagine you're a recent acupuncture graduate, worried about making enough income as you forge your new career and seek more in-depth training in a particular treatment style.
Paperwork Done Wrong, Done Right
I was visiting a doctor's office recently and a member of his staff brought a stack of forms to his private office and laid them on the doctor's desk. She informed him he needed to complete the forms for patients and a few third parties.
A Brief History of Acupuncture and Oriental Medicine Doctoral Programs
A doctorate in acupuncture and Oriental medicine has been a goal of the profession since its beginnings in the late 1970s. At that time, however, the maturity of the educational institutions and the regulatory environment made it a goal with only a distant completion date.
Gather & Grow
I recently attended a faculty seminar held by one of the acupuncture schools. There was a facilitator who led us through some very interesting experiences. The attendees were a diverse group with varying opinions.
The Acupuncture Channel System (Part 2)
The primary channels (main channels) are introduced in chapter 10 of the Ling Shu, these channels are referenced in many chapters throughout the Su Wen and the Ling Shu. The primary channels have become the main channel system used in TCM.
ICA Goes on the Vaccine Offensive
Have you watched the vaccination documentary, "Vaxxed: From Cover-Up to Catastrophe," by Andrew Wakefield MD, director, and Del Bigtree, producer? This is the documentary Robert DeNiro was pressured to remove from his Tribeca Film Festival.
Latest Cassidy Study on Stroke Risk Published
The latest study to investigate whether a unique association between chiropractic manipulation and risk of cervical artery dissection / stroke exists has yielded similar encouraging findings, with the authors noting "no excess risk of carotid artery stroke after chiropractic care" and no significant risk difference between patients receiving care from a DC or a primary care medical provider.
The Large Intestine Official
The large intestine (AKA colon) is the great eliminator, or as J.R. Worsley called it, "The Drainer of the Dregs." Dregs are defined as the remnants of liquid with its sediment left in a container, or the basest, least valuable portion of anything.
VF Works / DMX Works Epilogue: Almost Two Decades Later, the Lawsuits Continue
An article in the March 8, 1999 edition of Dynamic Chiropractic examined whether then-VF Works / Nu-Best Franchising was selling its franchises illegally to doctors of chiropractic.
Correcting Rib Dysfunction: Improve Patients' Pain, Posture and Breathing
As chiropractors, we tend to focus on the spine, and rightly so. Many problems our patients face can be corrected by manipulating the correct spinal level.
Advancing the "Whole Organ" Spine Model
Historically, the human spine has been organized by body region utilizing specific anatomical landmarks and transition zones.
Helping Patients With Parkinson's Disease
Parkinson's disease (PD), a long-term degenerative disorder of the central nervous system that mainly affects motor function, has a slow onset over time.
4 Things Every DC Should Know About Levels of Care & Prevention
As health practitioners, we help people with their health problems and assist them with health promotion and disease prevention.
Treating the Lower Pelvis (Pt. 2): Midline Structures and Fascia
My previous article [October 2016 issue] outlined evaluation and treatment of pelvic issues involving the sacrotuberous ligament and the pubic symphysis. Now let's discuss two case studies that illustrate how to address additional problematic areas of the pelvis.
Near-Infrared Therapy for Diabetic Neuropathy
The pain experienced by people with diabetes is a symptom of diabetic neuropathy. The impact on quality of life is significant. Pain makes walking difficult, sleep troublesome, and eventually contributes to a decrease in social interaction.
Waist Circumference: A Conversation Starter
New estimates suggest more than two-thirds of Americans are either overweight or obese. The medical significance of this statistic is astounding.
House Calls With Dad
My father was a chiropractor and he did house calls. On Wednesday nights, while my mother attended the weekly women's meeting at the Odd Fellows and Rebekahs hall in our small town, dad loaded up the portable adjusting table, fired up the Pontiac and drove off to treat a few patients in their homes. I went with him.
News in Brief
The American Association of Acupuncture and Oriental Medicine (AAAOM) board members recently met with the Korean Customs Service, which is similar to the FDA, to discuss herbal safety and importation issues.
Getting Unstuck: Healing From Trauma With TCM, Qigong & Movement
We all come into this world vulnerable, with seeds to grow into our strength. Some of us — through a combination of good fortune (i.e., family and culture we are born into, constitutional inheritance, or ability to learn) grow with minimal interruption from traumatic injuries and experiences.
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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