• Lardon A
• Cheron C
• Pagé I
• Dugas C
• Descarreaux M

• Education, Chiropractic
• Feedback, Sensory
• Manipulation, Spinal
• Motor Skills
• Professional Competence
• Transfer, Psychology

Objective: The purpose of the study was to evaluate if systematic augmented feedback during short sessions of spinal manipulation (SM) training creates a dependency compared with short training session characterized by progressive withdrawal of augmented feedback.

Methods: Forty fourth- and fifth-year chiropractic students enrolled in a 5-year chiropractic program were randomized into 2 groups. The 2 groups performed the same number of SM with a 300-N peak force target on an instrumented device. Baseline assessment consisted of 10 trials without feedback. Three training blocks of 10 SMs were then performed with visual and verbal feedback. For the control group, feedback was always provided. For the experimental group, augmented feedback was provided for each trial of the first training block, 50% of the second block, and 20% of the last training block. A postintervention assessment of 10 trials without feedback was performed, and a retention assessment was conducted 20 minutes later.

Results: No group main effect was found on biomechanical parameters and error variables. A main effect of learning for the absolute error was observed, suggesting that short sessions of feedback training improve participants’ accuracy.

Conclusion: The results of the study suggest that feedback scheduling does not influence SM motor performance and learning in clinically experienced students.

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