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Research in the Classroom
Are you teaching research in your classrooms?
If so, which aspects (basic terms, read and interpret studies, research skills)?
How are you integrating research into other topics such as massage effects and treatment planning?
Views: 183
Replies to This Discussion
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Permalink Reply by Susan G. Salvo on
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If your school is not currently teaching research...
...in what context should research be taught in massage schools?
How do you think research should be integrated into an overall curriculum? -
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Permalink Reply by Jenny Ray on
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At Stone Medicine we teach a bit about how to do 'clinical' research in our 16 CE, 'Science of Geothermal Therapy' course. A master copy of a standard research form is supplied in the course manual. We explain how to fill it out and maintain the records for later data compilation. Then we teach how to compile the results and publish the findings. This should be a part of every massage schools curriculum. Without more than anecdotal testimonials our profession will never be able to 'prove' our value in the medical industry.
The Geothermal Therapy Association (I am on the board of directors) is creating course materials on research for implementation in the massage schools.
Excellent topic!....
Jenny Ray -
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Thanks Bodhi!
Bodhi Haraldsson said:Great topic.
Research should be and needs to be integral part of the whole educational process from the selection of assessment approaches to the home care instructions. Everything the therapists suggests and uses should be based on the best available evidence. And yes there is significant amount of evidence "out there" for therapists to utilize. It is correct that some of obscure techniques have not been researched, then again they should take the back seat to the better (research) supported ones. -
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Permalink Reply by Vlad on
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Susan,
I'm going to give some input just from someone that has been out in the profession for a while and as someone who was never taught any research literacy in my massage training.
I think there are two main categories that need to be considered and that is the basic understanding and critiquing of research and then the reviewing of actual research that are specific to a modality. So, everything that is covered in 210.6 MTBOK should (and probably will) be covered in core curriclulum in schools - that's the first main category.
As far as the list on the MTBOK, the one thing that must be addressed pretty well is the critical appraisal. I think a lot of us have a habit of looking at scientific papers, just taking the abstracts and going with that. We "trust" the science and the scientists. So I think having critical reviews of papers incorporated into the core classes is a huge deal. We must be able to recognize flaws in research and that means looking at more than just an abstract. Actually digging examples of well run and not so well run research is important in my view.
The other thing that I think is really important and should be addressed really well in the class is the levels of evidence against the type of studies and the understanding that a lot of research with low levels of evidence really doesn't carry much weight.
The thing that might get missed is research in CE classes. This is going to be harder because a lot of people that won't have the benefit of research literacy classes in our basic training might be in the dark. It would be great if CE providers included studies in their classes a lot more, even giving out full texts that show the studies that have been done in a particular modality.
I like to read up on a modality before I take a class - probably a lot of therapists do the same. It means that I have a basic understanding of what I'm going to learn. So, what I would like to see is if we sign up for a class, then to get either links to studies or other research info given to us before we take the class, that way we can discuss the research findings at the class itself. That would be cool.
As for other classes? I'd like to see loads of online CE classes just on the topic of research literacy in massage therapy to bring everyone up to speed. I like to see loads of them so that there is some level of competition to keep the prices low! I also think that there is a place for classroom taught CE research literacy classes with CE credits.
The other thing I'd like to see is groups of therapists getting together to discuss different case studies, critiquing each others case studies, then submitting them to the MTF. If there was a wave of that in the profession it would be great. I have heard of some schools that are on the ball and have students doing case reports ( Cortiva had gold and silver medal winners this year - that's impressive). I would be good if there was some sort of "pull" from the schools to start bringing in more therapists in their practices into it for submissions into the practitioner contest. I think a lot of us are in the dark about how to do a case report too though, so that's another thing that could be taught - maybe in a CE class too. Since how to create a case study will be brought into core curriculum (as shown in line 809 of the MTBOK) then therapists down the road will be taught this - that's cool. Us oldies need to get in on the act too though!
I'm rambling on here too much....sorry! -
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I'd a brain fart - I meant that Cortiva won the student contest LAST year.
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Permalink Reply by Mike Hinkle on
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Hi Susan,
If we want research to be accepted and used we will have to add it to the school process. We need to actually implement research into the cirriculum. Right before I graduated, part of our final project was to complete and present a business plan. It should also include a research project.
Also to raise $, couldn't you check the box like you do on your tax returns and donate "x" towards massage research when you do your annual membership renewal in Associations?
The 2011 Call For Posters will also allow student research projects in their own category to be presented. -
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I like the idea, Mike, but undergraduate university students are rarely required to conduct research. That comes in graduate school and beyond.
That's my biggest hesitation...
But that's the beauty of discussion boards - to discuss ideas.
Regarding donating to research, I love the idea.
Why don't you pose that to the current associations?
Ruth Werner, the current director of MRF, suggested that all therapists donate the price of one massage annually. I wrote a ck on the spot and handed it to her.
Mike Hinkle said:Hi Susan,
If we want research to be accepted and used we will have to add it to the school process. We need to actually implement research into the cirriculum. Right before I graduated, part of our final project was to complete and present a business plan. It should also include a research project.
Also to raise $, couldn't you check the box like you do on your tax returns and donate "x" towards massage research when you do your annual membership renewal in Associations?
The 2011 Call For Posters will also allow student research projects in their own category to be presented. -
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Vlad, you have really great ideas and suggestions. I hope we take the next step (curriculum developers, instructors and primary and CE courses, authors, etc).
Vlad said:I'd a brain fart - I meant that Cortiva won the student contest LAST year. -
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Permalink Reply by Christopher A. Moyer on
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Thanks for inviting me to join this discussion, Susan.
Training in research literacy is probably the most important thing. Most will never be involved in research, but all competent practitioners should know how to access it and how to use it.
To that I would add this observation - there is an inherent conflict between research and tradition. Many folks are coming out in favor of more research in the massage therapy profession, but it is important to realize that scientific research will validate some practices, and invalidate others. Depending on one's viewpoint, you could even say that research presents a risk to the profession, or more precisely, to parts of it. I'm not sure that is something which is fully appreciated. -
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Permalink Reply by Robin Byler Thomas on
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I agree Chris, research literacy should be taught to all students; and perhaps more importantly, critical thinking skills.
Cortiva has two classes to address this issue: Research Literacy and Research Applications. The former is an intro class (get to know terminology and basic types of research) and the latter has the students go through writing and submitting a case report for the annual contest.
I had the opportunity, a couple weeks ago, to guest lecture for the research applications class at their second meeting. This group had elected to add a 4th quarter to a 3 quarter program; from 750 to 1000 hours. So, they wanted to be there, however, research was their least favorite class. From what I could tell that's because they were so new to the idea of research, and of course, they were dying to become experienced with hands on techniques.
They also couldn't relate to research at all. However, after we went around the room getting some basic background information and what their interests were, I was able to share with them the research being done along those lines and where to find the proper resources for study information. They became very animated, asked tons of questions, and my one hour visit turned into three.
I've also got to tell you, most of these students were really interested in energy work. Cortiva has a separate intro class to cover this interest for fourth quarter students. The students also eventually decided to do each case report on the effects of massage only. They seemed to intuitively shelf energy work for later. Most decided to do their case reports on pain reduction for specific areas.
I believe these students will stay interested in research because of these two classes and because they've gone through the process of submitting a case report. It doesn't matter if they place in the contest or not, and most probably won't want to become researchers. It only matters that they've become interested, can now relate, and know how to find info themselves; and who knows, maybe one or two will continue their academic careers and go into research.
Many of my MT collegues have expressed an interest in taking a research literecy CEU as Vlad mentions. Wouldn't an online course be excellant? Vlad, you're probably beyond that by now, with all the reading you've done. You might want to sign up for Biostats and/or Epi at the local University.
Mike, a research funds option with membership renewal is another great idea. -
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BTW, thanks for linking us to your discussion Susan. Does your school touch on research?
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Permalink Reply by Sandy Fritz on
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Christopher, you are right on about the profession's current embracing of research but the conflict of changing belief systems due to the results of that research. It is difficult to rethink the foundation of the massage profession that has been build on tradition, clinical experience and often perpetuating myths. As a textbook author I feel obligated to present the outcomes of research and present the validation of our traditions and challenge current belief systems including mine.I am often frustrated because too often educators in our profession do not remain current, nor do they encourage students to investigate and question the status quo. During every revision cycle of the textbooks I have to update and rethink and change the content. Too bad all of us are not obligated to revision on a regular basis.
Christopher A. Moyer said:Thanks for inviting me to join this discussion, Susan.
Training in research literacy is probably the most important thing. Most will never be involved in research, but all competent practitioners should know how to access it and how to use it.
To that I would add this observation - there is an inherent conflict between research and tradition. Many folks are coming out in favor of more research in the massage therapy profession, but it is important to realize that scientific research will validate some practices, and invalidate others. Depending on one's viewpoint, you could even say that research presents a risk to the profession, or more precisely, to parts of it. I'm not sure that is something which is fully appreciated. -
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