Background and Purpose: Over half of the performing artists who begin training at an early age will experience
some type of upper extremity dysfunction at some point in their career, and quite
often the dysfunction necessitates a career change. Student musicians are especially
at risk when they increase their playing load when entering music school. Therefore,
it seems necessary to implement preventive measures to reduce the onset of these injuries
early in a musician's education. The purpose of this study was to contrast the achieved
learning after two different schedules of instruction: repeated sessions and just
one session. We hypothesized that student musicians would increase scores on a multiple
choice (MC) test by at least 20% after an education in wellness and injury prevention.
We justified looking at the learning of the student, because increased knowledge is
necessary before any program can be applied by the learner.
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Short Description: The purpose of this study was to contrast learning of 23 student musicians using two schedules of instruction: repeated sessions and one session. Both groups gained knowledge regarding injury prevention and wellness. The clinical relevance of this study is that different teaching schedules using the same teaching materials can give different learning results.
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© 2006 Hanley & Belfus. Published by Elsevier Inc. All rights reserved.
