Introduction
In Canada, massage therapy students are taught basic gait assessment skills as a requirement of their education. This is normally taught in a lecture-style setting with audio-visual augmentation. Three-dimensional motion capture is a frequently used quantitative tool for assessing gait in clinical and research settings; however, its use as a pedagogical tool for enhancing qualitative gait assessment skills has not been investigated. The advantage of 3D motion capture for qualitative assessment is that it allows the user to isolate the biomechanical movement patterns of the subject as only the wire frame or skeletal representation of the subject appears on-screen.
Objective
To evaluate a gait assessment model which integrates three-dimensional motion in a group of massage therapy students compared to the traditional gait assessment module.
Methods
Participants’ baseline knowledge of gait assessment was tested prior to the gait assessment module. All students then participated in an online module. A second knowledge assessment was administered at the end of the online module. One section of students received the intervention, which was a single, three-hour session including instruction and experience using the Qualisys Motion Capture System. The control group received only traditional teaching techniques. At the completion of the educational module, students were assessed a third time and completed a standardized student satisfaction questionnaire.
Results
There were no statistically significant differences in the baseline and post-module knowledge of both the intervention and comparison groups (pre-module: p=.46; post-module: p=.63). There was also no statistically significant difference between groups on the final application question (p=.13). Participants in the intervention group enjoyed the in-class session because it helped them to visualize the content, whereas the participants in the comparison group enjoyed the interactivity of applying the gait assessment module to a partner or small group. The intervention group thought they should have an opportunity to practice assessing gait on their classmates in partners or small groups. Both groups noted that more time was needed for the gait assessment module.
Conclusions
Based on the results of this study, it is recommended that the gait assessment module combine both the traditional in-class session and the 3D motion capture system.
