Comparison of teaching methods to learn a tilt and balance wheelchair skill.

Abstract

Often service professionals working with individuals who use wheelchairs find themselves inadequately prepared to give hands-on or verbal assistance in wheelchair maneuverability skills. The purpose of this study was to examine the effectiveness of two methods of teaching a tilt and balance wheelchair skill, evaluated by using an obstacle course. Subjects were 30 volunteers, having no past wheelchair experience. The Instruction group viewed an instructional video followed by structured wheelchair practice. The Instruction plus Biomechanics group experienced these same interventions and received a biomechanical explanation of the wheelchair skill. The Control group received no instruction but did receive additional practice time in a wheelchair. It was hypothesized that the first two groups would improve their maneuverability in the wheelchair over the Control group. A 2-way analysis of variance, with main effects for groups followed by a Tukey post hoc test, indicated that the two instruction groups had significantly better times on the obstacle course, demonstrating better maneuverability skills than the Control group. The repeated-measures portion of the analysis of variance showed the main effect for improving time from the pretest to posttest significant for all groups with the instruction groups improving times by 30 sec. over that of the Control group. The retention test was not significantly different from the posttest, and there were no significant interactions. Results indicated a need for wheelchair users to be taught maneuverability skills systematically.