Benjamin K Weeks1, Sean A Horan. 1. School of Rehabilitation Sciences, Griffith University, Gold Coast, Queensland, Australia; Centre for Musculoskeletal Research, Griffith Health Institute, Gold Coast, Queensland, Australia. Electronic address: b.weeks@griffith.edu.au.
Abstract
OBJECTIVES: To examine a video-based learning activity for engaging physiotherapy students in preparation for practical examinations and determine student performance outcomes. DESIGN: Multi-method employing qualitative and quantitative data collection procedures. SETTING: Tertiary education facility on the Gold Coast, Queensland, Australia. PARTICIPANTS: Physiotherapy students in their first year of a two-year graduate entry program. MAIN OUTCOME MEASURES: Questionnaire-based surveys and focus groups were used to examine student perceptions and satisfaction. Surveys were analysed based on the frequency of responses to closed questions made on a 5-pont Likert scale, while a thematic analysis was performed on focus group transcripts. t-Tests were used to compare student awarded marks and examiner awarded marks and evaluate student performance. RESULTS: Sixty-two physiotherapy students participated in the study. Mean response rate for questionnaires was 93% and eight students (13%) participated in the focus group. Participants found the video resources effective to support their learning (98% positive) and rating the video examples to be an effective learning activity (96% positive). Themes emergent from focus group responses were around improved understanding, reduced performance anxiety, and enjoyment. Students were, however, critical of the predictable nature of the example performances. Students in the current cohort supported by the video-based preparation activity exhibited greater practical examination marks than those from the previous year who were unsupported by the activity (mean 81.6 SD 8.7 vs. mean 78.1 SD 9.0, p=0.01). CONCLUSION: A video-based learning activity was effective for preparing physiotherapy students for practical examinations and conferred benefits of reduced anxiety and improved performance.
OBJECTIVES: To examine a video-based learning activity for engaging physiotherapy students in preparation for practical examinations and determine student performance outcomes. DESIGN: Multi-method employing qualitative and quantitative data collection procedures. SETTING: Tertiary education facility on the Gold Coast, Queensland, Australia. PARTICIPANTS: Physiotherapy students in their first year of a two-year graduate entry program. MAIN OUTCOME MEASURES: Questionnaire-based surveys and focus groups were used to examine student perceptions and satisfaction. Surveys were analysed based on the frequency of responses to closed questions made on a 5-pont Likert scale, while a thematic analysis was performed on focus group transcripts. t-Tests were used to compare student awarded marks and examiner awarded marks and evaluate student performance. RESULTS: Sixty-two physiotherapy students participated in the study. Mean response rate for questionnaires was 93% and eight students (13%) participated in the focus group. Participants found the video resources effective to support their learning (98% positive) and rating the video examples to be an effective learning activity (96% positive). Themes emergent from focus group responses were around improved understanding, reduced performance anxiety, and enjoyment. Students were, however, critical of the predictable nature of the example performances. Students in the current cohort supported by the video-based preparation activity exhibited greater practical examination marks than those from the previous year who were unsupported by the activity (mean 81.6 SD 8.7 vs. mean 78.1 SD 9.0, p=0.01). CONCLUSION: A video-based learning activity was effective for preparing physiotherapy students for practical examinations and conferred benefits of reduced anxiety and improved performance.
Authors: Nicholas Tripodi; Kate Kelly; Maja Husaric; Rebecca Wospil; Michael Fleischmann; Susan Johnston; Katherine Harkin Journal: Anat Sci Educ Date: 2020-04-16 Impact factor: 5.958