The Effects of Action Observation and Motor Imagery on Students' Ability to Locate Anatomical Locations: A Randomised Control Trial

Study Overview
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Brief Summary
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The aim of this investigation is to measure if additional pedagogical techniques (Action Observation and Motor Imagery) improve student's ability to identify anatomical structures compared to traditional teaching techniques.

Detailed Description
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The aim of this investigation is to measure if additional pedagogical techniques (Action Observation and Motor Imagery) improve student's ability to identify anatomical structures compared to traditional teaching techniques. Action observation is defined as watching human movement either via a pre-recorded video or a live demonstration. Motor imagery is defined as the mental representation of human movement, including its sensory and motor aspects, without physically executing the action. For example, imagining the feeling and effort of moving your upper-limb to reach out and grasp a glass of water from on top of a table. Motor imagery practice is defined as the structured engagement in motor imagery over time for the purpose of acquiring and enhancing motor skills. Traditional teaching of anatomy using a common powerpoint based method, will be compared to the traditional powerpoint method plus the addition of action observation techniques or action observation and motor imagery techniques. The investigation, will also look at whether these interventions have an effect on information retention, by retesting the groups at a later date.

Official Title
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The Effects of Action Observation and Motor Imagery on Students' Ability to Locate Anatomical Locations: A Randomised Control Trial

Conditions
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Motor Imagery, Action Observation

Intervention / Treatment
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* Other: Action Observation
* Other: Motor Imagery
* Other: Traditional Teaching


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Level 4 (year one) pre-registration Teesside University physiotherapy/Occupational Therapy/Radiography/Sports Rehab students. No previous specific University anatomy training. Willing to provide informed consent. Exclusion Criteria: Non Teesside University students Healthcare students with previous University level anatomy knowledge (including those with past healthcare degrees). Not willing to provide consent.

Ages Eligible for Study
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Minimum Age: 18 Years
Maximum Age: 65 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Health Services Research
Allocation: Randomized
Intervention Model: Parallel Assignment
Interventional Model Description: Randomised control trial
Masking: Double


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Active Comparator: Traditional Teaching<br>Traditional anatomical teaching provided by a powerpoint lecture. | Other: Traditional Teaching<br>* Traditional anatomical teaching via a powerpoint slide deck<br>|
| Experimental: Action Observational<br>Traditional anatomical teaching via a recorded powerpoint and additionally receiving practice of the task via action observation. | Other: Action Observation<br>* Action observation is defined as watching human movement either via a pre-recorded video or a live demonstration (Eaves et al, 2022). In the current study action observation will be via a pre-recorded video. Eaves, D.L., Hodges, N.J., Buckingham, G., Buccino, G. and Vogt, S., 2022. Enhancing motor imagery practice using synchronous action observation. Psychological Research, pp.1-17.<br>Other: Traditional Teaching<br>* Traditional anatomical teaching via a powerpoint slide deck<br>|
| Experimental: Action Observational and Motor Imagery<br>Traditional anatomical teaching via a recorded powerpoint and additionally receiving practice of the task via action observation and at the same time imagine themselves executing the same action | Other: Action Observation<br>* Action observation is defined as watching human movement either via a pre-recorded video or a live demonstration (Eaves et al, 2022). In the current study action observation will be via a pre-recorded video. Eaves, D.L., Hodges, N.J., Buckingham, G., Buccino, G. and Vogt, S., 2022. Enhancing motor imagery practice using synchronous action observation. Psychological Research, pp.1-17.<br>Other: Motor Imagery<br>* Motor imagery practice is defined as the structured engagement in motor imagery over time for the purpose of acquiring and enhancing motor skills (Eaves et al, 2022). Eaves, D.L., Hodges, N.J., Buckingham, G., Buccino, G. and Vogt, S., 2022. Enhancing motor imagery practice using synchronous action observation. Psychological Research, pp.1-17.<br>Other: Traditional Teaching<br>* Traditional anatomical teaching via a powerpoint slide deck<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Location of key anatomical locations | Each participant from each group will be required to required to palpate and locate 4 key anatomical locations from a list of Biceps Femoris Distal Tendon, Tibialis Posterior Tendon, tibiofemoral joint line, Talocrural joint line, Acromioclavicular Joint line, Long Head of Biceps, Glenohumeral joint line. The accuracy of location will be assessed by diagnostic ultrasound. | Immediately post intervention and one week later | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Vividness of Movement Imagery Questionnaire-2 | Screening participant ability to conduct motor imagery | Pre- and post intervention (one week later) | 
| Movement Imagery Questionnaire-3 | Screening participant ability to conduct motor imagery | Pre- and post intervention (one week later) | 
| The Edinburgh Handedness Inventory | Screening participants dominant hand | Pre intervention |