The AAO Journal, 1999/03, 9(1):26-32, type of study: ,art,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,

Free full text   (https://www.academyofosteopathy.org/assets/aaoj/AAOJ_Spring1999.pdf)

Keywords:

article [2635]
examination [102]
high velocity low amplitude [64]
HVLA [58]
osteopathic medicine [2109]
teaching [83]

Abstract:

Any clinical skill that involves the manipulation of the bony protector of the spinal cord is not a skill to be applied without the operator's full understanding of biomechanics and the anatomical structures involved. It is the responsibility of educators to develop a teaching and assessment program that aspires to the highest possible standards. 'Superficial learning' is not an acceptable practice in this most important discipline. Teaching and examining the clinical skill, the HVLA thrust can be an exhaustive task. It is the responsibility of instructors to provide a structured framework for the student to work within. Students want and need to be taught how to apply HVLA techniques safely and successfully. They want and need to know what to do to improve their skills. The structured framework offered in this paper is one that provides clear instructions for students on why they need to learn, and includes information about how they will be examined.