resourcesABOUT MT AUTHOR GUIDELINES CLASSIFIEDS EDITORIAL CALENDAR MEDIA GUIDE MASSAGE MART SCHOOLS & EDUCATION FEEDBACK
Primary Spine Care: Addressing Concerns & Criticisms
The Dec. 1, 2013 issue of Dynamic Chiropractic included an article describing the implementation of a training program for primary spine practitioners (PSP) within a metropolitan region and supported by a large BC/BS plan.
Synergy Doesn't Happen in Silos: Acupuncture in Hospitals and Other Healthcare Settings
As acupuncture and traditional East Asian medicine continue to intersect and integrate with biomedical approaches, the conversation about integration expands and becomes richer.
A Well-Kept Secret: 5 Element Acupuncture, Part II
Supervising acupuncture interns at a TCM college, it has always struck me how funny it is to hear the clinic manager tell the patients that the Five Element clinic specializes in treating emotions, as if patients with physical pain have no emotions!
Interpersonal Skills 101: Enhancing the Value of Our Patient Interactions
Recently, I read an interesting article in our local newspaper titled "The Value of Human Interaction." The article presented comments from a senior editor for Fortune magazine who discussed "Civility in the Business World."
Avoid Random Treatment of Trigger Points (Part 2)
We must acknowledge that the fascia, which surrounds literally everything in our bodies, including every muscle fiber, is more than just a covering.
The Need for a New Medical Model: A Challenge for Biopsychosocial and Ecopsychologica Medicine
Chinese medicine speaks of alignment between humans, heaven and earth. It is a complex view with a focus upon relationship. These are comprehensive ideas with no specific terms in contemporary medical practice.
The Way We Are Designed: A Conversation with Gil Hedley, PhD
I was first introduced to the work of Gil Hedley by Tom DiFerdinando. He gifted me Gil's DVD series.
Recreational Cannabis Use and TCM
Many people are drawn to cannabis for its effects physically, mentally and emotionally. Medically, cannabis has some legitimate uses, however the scope of this article is limited to the recreational use of cannabis.
Low Back Pain: Posture and Movement Analysis
When performing static and dynamic movement analysis of the lumbopelvic hip area, begin with standing visual posture analysis of the pelvis, and then perform lumbar range of motion and assess what you might see during normal versus abnormal lumbar flexion motion.
The Dietary Supplement Research Dilemma
I do not care what the truth is, one way or another; I just want to know it. And when it comes to dietary supplements, the truth can be hard to find for a number of reasons.
Treating Beyond Pain
More often than not, when a patient presents to the office, it is for a pain complaint. Headache, neck pain, low back pain, sciatica, carpal tunnel... The pain is often the focus of the patient's mindset, and they don't often have any thought of what comes after the pain.
Will You Be an Amplifer or a Mute?
These times are changing, and changing quickly. There have been many challenges to this profession throughout the past few years. The challenge is to talk, then talk and talk some more about this medicine.
There Really is No Room for Sexism
Recently, Matteo* (a transgender male) approached me during a break in an advanced shiatsu class in Berlin where he was one of two men in a group of 20 women. "Pamela. Don't forget to remind the translator to include male endings."
Help Update the LBP Practice Guideline
The Council on Chiropractic Guidelines and Practice Parameters has announced the release of an updated Clinical Practice Guideline for Chiropractic Management of Low Back Pain for stakeholder review and comment.
TCM Congress in Rothenburg is Largest in Western World
In the medieval town of Rothenburg, deep set within the Bavarian countryside in Southern Germany, the TCM Kongress Rothenburg each year draws around 1.200 participants from more than 40 different countries to attend the biggest TCM conference in the Western world.
Converting More Patients to Your Practice
In 2013 and 2014, the theme was "the money is in the list." This meant that if you had a big email list, you were really making some "cha-ching." Unfortunately, having thousands of emails doesn't equate to thousands of dollars in profit.
An Excerpt from TCM Case Studies: Pediatrics
This excerpt is reprinted with permission from Jamie Wu. TCM Case Studies: Pediatrics was released in 2014 by People's Medical Publishing House.
A Reality Check – and a Chance to Educate
Imagine working in the public relations department of nutrition retailer General Nutrition Corporation (GNC) and reading the The New York Times announce...
Atypical Femoral Fractures and Bisphosphonate Use: What to Watch For
Bisphosphonates (BP) are popular drugs, with more than 8 billion in sales in 2008; however, profits have declined as patents began expiring. Nonetheless, BP remain the most commonly prescribed drugs for patients at risk of osteoporotic fractures, with several million prescriptions written every year.
B Vitamins Improve Memory, Prevent Brain Atrophy
The 2010 OPTIMA study showed that the accelerated rate of brain atrophy in elderly with mild cognitive impairment could be slowed via supplementation with homocysteine-lowering B vitamins, which included folic acid, vitamin B12 and vitamin B6.
Impacting Chiropractic's Future With Technology
When it comes to electronic health records (EHR), Robert Moberg and Dr. Steven Kraus are two of the leading industry experts on the topic.
Expanding Access, Branch by Branch
The big news coming from Capitol Hill isn't merely the recent introduction of a pair of bills designed to expand chiropractic services in the Veterans Affairs and military health care systems; after all, similar legislation has made its way through Congress before, never reaching the Oval Office for presidential signature.
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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