Course Assessment Report
Western Massage 3 (HA-202)
Gene Desepoli, LMT, D.C.
Fall 2012
1. Course Description
This course continues the learning of techniques and skills taught in previous western massage
classes and prepares students in the use of therapeutic massage applications. Advanced
techniques such as trigger point release, orthopedic assessment testing, and treatment plan design
will be discussed for common injuries and conditions.
2. Background Information
This course consists of lecture material as well as practical demonstrations of many medical and
sports-related conditions that massage therapists will encounter in their daily practice. It is an
extension of what students have learned in Pathology 1, Neurophysiology and in Western Massage
1 and 2 treatment classes.
3. Prerequisite Courses
HA-104 Western Massage II
HA-220 Pathology 1 (or co-requisite)
BI-325 Neurophysiology (or co-requisite)
4. QCC General Education Objectives
Students will:
- Communicate effectively through writing, listening and speaking
- Use analytical reasoning to identify issues or problems and evaluate evidence in order to make
informed decisions
- Integrate knowledge and skills in their program of study
5. Course Objectives/Expected Student Learning Outcomes
a. Learn to recognize trigger points and their referral patterns in major muscle groups.
b. Understand how various postural patterns and accommodations can develop into
musculoskeletal injuries and how massage can prevent or relieve this.
c. Execute and interpret orthopedic assessment tests appropriate for various parts of the body
d. Learn treatment protocols for common injuries and conditions that can be positively affected
by therapeutic massage.
e. Develop technique versatility and a goal-oriented approach to massage.
6. Assessment Activities and Student Learning Outcomes
Students were assessed with both a midterm (formative) and final (summative) practical
examination. Students are presented with a checklist of items to master for each condition. The
items on this checklist are the same items used for evaluation on the practical examinations.
7. Data Collection instruments
A rubric was created and given to students at the start of the semester. The rubric is identical for
both the formative and summative assessments.
8. Goals
My goal was to have students achieve 75% proficiency on the items found on both the formative
and summative evaluations. Proficiency is defined as scoring at least a 3 on the rubric
(3=proficient, 4=distinguished).
There were 16 students enrolled in the class. The percentage of students who achieved proficiency
is listed below. The letter next to each item corresponds to the course objectives listed in number
5 above.
Item
Pathology
Causes/Risk Factors
Signs and Symptoms (a)
History
Assessment (b)(c)
Use of Modalities
Massage Treatment (d)(e)
Stretching/Strengthening
Home Recommendations
Prognosis
Formative
75%
81%
81%
94%
75%
94%
100%
94%
88%
100%
Summative
82%
94%
88%
100%
94%
100%
100%
88%
88%
100%
9. Analysis and interpretation of assessment results
There was improvement in all areas except (stretching/strengthening) when comparing the
formative to the summative evaluations. I attribute this, partially due to the students being more
familiar with the format of the examination, (the format of the formative-midterm is exactly the
same as the summative-final evaluations) as well as student mastery of the material.
10. Evaluation of the Assessment Process
Students typically do well in this course. They have already encountered most of the pathologies
while taking Pathology 1. This course reviews those pathologies and adds the logical approach to
the practical treatment of each condition.
I feel that the use of the checklist, as well as the rubrics work very well to assess students
competency.
11. Resulting Action Plans
Continue to use said checklist and rubrics for future courses.
12. Student artifacts
See attached documents