The Use of an Educational Model in the Improvement of Student Reliability in Finding R1

Low inter-therapist reliability determining R1 has been reported in numerous studies. A lack of a standardized teaching method for mobilizations is frequently suggested as a reason for the poor reliability. The purpose of this study was to determine if a standardized educational intervention could improve the inter-therapist reliability in physical therapy students. In a prepost-test repeated measures design, 12 physical therapy students performed 3 sets of mobilization oscillations in an attempt to find R1. The mobilization force of R1 was indirectly measured using the Kistler Force Plate. A one-hour educational session was administered between pre- and post-testing. Pre-test values were poor (ICC = 0.0326; p = 0.309). The post-test scores did show improved reliability greater than chance (ICC = 0.416; p ≤ 0.0001). Although the post-test scores were not significantly better than the pre-test scores, the trend toward improved reliability warrants further investigation of the education protocol.

Duke Scholars

Author Chad E. Cook Orthopaedic Surgery, Physical Therapy