resourcesABOUT MT AUTHOR GUIDELINES CLASSIFIEDS EDITORIAL CALENDAR MEDIA GUIDE MASSAGE MART SCHOOLS & EDUCATION FEEDBACK
Asking Patients the Right Questions
When was the last time you asked a patient a question? Maybe 30 seconds ago? But, are you asking the right questions to elicit valuable and useful information? As a healthcare provider, you've likely spent hundreds of hours learning to ask the right questions to gather critical health information from your patients.
Specialized Pro-Resolving Mediators: 21st Century Inflammation Fighters
Specialized pro-resolving mediators, or SPMs, are a portion of the omega-3 fatty-acid spectrum that have been shown to have a powerful effect on reducing inflammation.
Let's Streamline Your Front Desk
Your front office can be your greatest source of efficiency or a constant bottleneck. Increasing the productivity of this area without sacrificing the quality of patient interaction can be a little tricky.
Filling the Gap: The Role of Alternative Practitioners in a Broken Health Care System
I have been asked many times what got me into alternative medicine. My answer is simple: I want to truly help and make a difference in people's health.
Designing a Fitness Plan (Part 4): Blending Pain Relief With Healthy Aging
Pain relief is still the No. 1 reason patients come to my office. However, most of my patients have other goals as well, such as: "I want to lose 10 to 20 pounds"; "I feel old and want to slow down the aging process"; "My doctor says I am becoming a diabetic and need to exercise"; or "I'm tired and want more energy."
How Many of Your Patients Have Sarcopenia?
Figure 1 demonstrates the typical appearance of sarcopenia in the paravertebral muscles. Have you considered evaluating your patients for this problem? Sarcopenia is the progressive loss of skeletal muscle mass and function that affects the older population.
Energy: For Life and For Death
Energy is a deep topic in Traditional Chinese Medicine. Qi is understood to underlie all of existence, animated or not, and the qi of the living is studied with special attention.
Day in the Life of an Advanced-Practice DC
Can you tell us a little about your background in the profession? Why did you want to become a DC? I studied at Boston University from 1968-1972 as a pre-med student majoring in biology.
The Art of Listening
One of the most important clinical concepts for me was voiced by the legendary physician William Osler. "Listen to your patient, he/she is telling you the diagnosis." After treating literally thousands of patients, it can become almost second nature to quickly discover clues which reveal the underlying diagnosis.
Excited to Share the Science of Chiropractic: An Interview With Dr. Heidi Haavik
Dr. Heidi Haavik has become known in the circle of chiropractic researchers as not only a rising star, but also one willing to do research that can have a major impact in the scientific world and how chiropractic is perceived.
Health and Wellness Partnership
Yo San University of Traditional Chinese Medicine and The Wellness Center at the LAC + USC Historic General Hospital recently joined forces to extend care to the residents of Boyle Heights area of Los Angeles.
F4CP Launches New Social Media Campaign
The Foundation for Chiropractic Progress has launched a new service to help member doctors: a social media campaign called "Accelerator."
An Alarming Lack of Accountability
Accountability seems to be a lost quality today. The simple act of taking responsibility and doing the right thing just doesn't happen as often as it should. Maybe it is the litigious nature of our society.
Building Relationships and Referral Networks with Allopathic Practitioners
Dr. Doug, an orthopedist of 20 years, had heard stories from patients who tried acupuncture. While he was able to address many of their complaints effectively, some appeared to gain additional benefit when their care included TCM.
Constructing Our Reality: The Primary Channels and Perception, Part 1
My favorite topic of discussion within Chinese medicine is the acupuncture channel systems. First of all, each of us have them. They are part of our bodies; not something external to us. To learn about the acupuncture channels is to learn about ourselves.
The Rest of the Patient Story
I've written previously about allowing a patient to tell you their story – about taking the time to listen and engage all the aspects of their case history, the injury in question, and the related issues.
The Value of Melatonin in Breast Cancer Prevention and Adjunctive Treatment
Although melatonin (MLT) is best known for its sleep-aid properties and as a natural remedy to prevent jet lag, extensive experimental studies suggest it possesses anticancer activity through several biological mechanisms.
Transparency is Key at ASA First Annual Meeting
On March 4th and 5th the American Society of Acupuncturists (ASA) held a successful first annual meeting in Albuquerque, New Mexico.
NCCAOM Launches New Membership Organization
The National Certification Commission for Acupuncture and Oriental Medicine (NCCAOM) recently launched a new national membership organization, the NCCAOM Academy of Diplomates.
News in Brief
Northwestern Student Honored for Addressing Concussions Head-On; Northwestern Announces New CFO; Life U. to Provide Unique Opportunity.
Misconceptions & Opportunities With Medicare
As I speak around the country on how to properly document Medicare patient encounters, I get questions regarding opting out of Medicare. There are many misconceptions about opting out of Medicare, including just what it means to opt out.
Identify & Adjust the Apex Posterior Sacrum
Low back pain involving an apex posterior sacrum (+θX-axis misalignment) typically presents with signs of lumbosacral joint impingement or facet syndrome.
Roots in the Community, Branches Far Beyond
The Jung Tao School of Classical Chinese Medicine (JTS) was founded in 1998 by Sean Christian Marshall in Sugar Grove, North Carolina, a small community near Boone in the state's westernmost mountains.
May, 2011, Vol. 11, Issue 05
The Future of Massage Therapy
By Sandy Fritz
The foundation of the future of massage therapy is the quality of our education today. I wonder how many would agree that the educational structure for future massage therapists is, well, a mess.One definition of a "mess" is a chaotic and confused situation. Chaotic and confused describes massage education right now. I am confident that this mess is actually an opportunity; and one that we can no longer ignore.
It is estimated that there are approximately 1,500 massage therapy educational programs in the United States, according to an Associated Bodywork & Massage Professionals survey.1 While community college programs are increasing, most of this education can be found at private vocational schools that offer many different types of training programs. There are also a couple of corporation-based, multi-campus massage school systems that have acquired various single-program massage schools and are unifying the curriculums. There are very few single-program massage schools left.
Three Components to Learning Success
As a textbook author, I have had the opportunity to communicate with many massage therapy program directors and teachers. I rarely find a teacher or school/program director that wants to deliver inadequate massage education. More commonly, school/program directors are confused about what to teach and/or have a difficult time finding qualified teachers. There are differing opinions about what a curriculum should cover, which contributes to the confusion about what to teach; and finding experienced teachers, who are also experienced massage therapists is challenging. A school can have the curriculum and the teachers but without committed students there is no education being transferred. (We will go more in-depth about students in a future article: MT November 2011 issue.)
This is the basis for the educational mess. Bottom line for learning success is all three components (a solid curriculum, skilled teachers and committed students) must be in place.
The curriculum is the easy part. Schools do not differentiate themselves by curriculum. All massage therapy instructional programs should be teaching a very similar curriculum. Schools display excellence through effective teaching of the curriculum. What to present in a massage curriculum is clearer now than ever before. The Massage Therapy Body of Knowledge (MTBOK) project has provided a platform for the knowledge, skills and abilities (KSA) for entry-level massage therapists. The document is not perfect and the massage community will have to sort through their differing opinions. However, the identified KSAs for entry-level massage therapists are accurate enough to build a curriculum.
The various exams used for licensing also reflect a body of knowledge that when compared with the MTBOK show a high level of agreement. There is plenty of information on the Web. Check it out yourself:
We should also discuss an important paradigm shift in the education (curriculum) of massage therapists in the U.S. We have gone from information-based education to competency-based education. An information-based curriculum is limited since it focuses on factual content. Professional competencies are the measurable skills and abilities that identify successful massage practice. Curriculum should be competency based. Unfortunately, the tests that are used for licensing in the U.S. are based on a factual knowledge model, which then forces a school to educate in a fact-based way, since schools are measured both by accrediting bodies and state regulators on the percentage of students who pass licensing exams.
Competencies are the demonstration of application from the information received. Competencies are actually very concrete. Either the students can do what is required or they cannot. The idea of competency is not new and it is time for the U.S. massage community to adopt this method to determine the student's ability to practice massage. Multiple provinces in Canada have adopted the Entry-to-Practice Competency Profile, which defines the minimum expectations of newly registered massage therapists (who are entering practice for the first time). The Practice Competencies were validated by means of a survey of registered massage therapists in British Columbia, Ontario, and Newfoundland & Labrador. The survey confirmed that massage therapy practice is common across these provinces.2.3
Changing the Curriculum
Now, here is the messy part: changing the curriculum. It is not as simple as it seems. If a school is accredited, a curriculum change can be considered a substantive change requiring both a time and financial commitment to the accrediting body. There currently are schools that want to make the updates but are waiting until their next accreditation cycle to avoid the hassle and cost. There are similar requirements for the school's state licensing process.
Changing curriculum requires changing lesson plans, changing exams, retraining of teachers, changing program schedules, and the list goes on. This is hard enough for a single program massage school. I know since I have owned a massage school for 26 years. Can you imagine the mess in a multi-campus educational structure?
Regardless of the mess, we have to make these changes. It is hard but those who manage massage therapy educational programs have to make the hard decisions and deal with the conflict and frustration of change. I have and it is not fun. However, we as educators owe a quality education to those who seek us out to learn.
There are educational materials offered by academic publishers that cover the entry-level KSAs in the MTBOK. An effective competency based curriculum can be built using professionally created textbooks, lesson plans, presentation material and online support.
Once you have the curriculum in place, then you need the teacher. As previously stated, all educational programs for massage therapy should be teaching the same foundational curriculum. The way a school differentiates itself is how well the teachers are able to teach the information and that requires committed quality teachers. The availability of massage teachers - who are aware of the most current information and can effectively deliver that information in the classroom - is limited. Those that commit to teaching massage therapists have little support right now and that adds to the mess. Fortunately, the Alliance for Massage Therapy Education is committed to addressing these issues.
What makes a skilled massage therapy teacher? They have to know the material. They need to be able to pass the same tests the student will have to pass. Anatomy teachers need to understand massage and massage teachers need to understand anatomy and physiology. Teachers need to remain current. It is inexcusable for educator to present dated and inaccurate information. Teachers have to teach the school's curriculum – not what they think is correct. Schools and program directors must not allow inaccurate information in the classroom and they also need to provide ongoing educational opportunities for their instructors. Finally, school management must provide support for the teachers in the form of supplies, equipment, textbooks and reference material, and now electronic-based learning systems.
So here is the mess. Competency is based on experience. Experienced massage therapists should be the foundation of the instructor pool. However, these same experienced individuals must not allow their personal opinions to bias their teaching. One of the biggest problems school directors face is a teacher who will not support the curriculum. Yes, part of massage practice is an art but that art is based on the science. I listen over and over to program directors as they describe how a teacher creates confused and frustrated students because they will not present the curriculum as developed, or they disagree in the classroom with information presented by other teachers.
Just like business is business--teaching is teaching. There are skills needed to be a teacher. If we are going to rely on experienced massage therapists to be the foundation of the instructor pool, then we also need to teach them how to teach and how to use the resources available to them. Schools owners, program directors and the corporate executives must be committed to teacher training.
Teacher turnover at many schools is a huge problem. Schools invest in training teachers and then they quit. There are excuses for quitting. The most common I hear are low pay and lack of support. Committed and quality teachers will always be underpaid because they go beyond the "job description". Poor teachers are always overpaid. Teaching is a path of service. However, teachers need to be compensated enough so they can continue to teach. The other reason that teachers quit teaching is the inability to manage the student dynamics – a growing problem. The final component of learning success is the student, which we will discuss in part two.
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