Applying Videos Feedback Learning to Improve Skills Performance of Physiotherapy Interns
NCT ID: NCT06449560
Last Updated: 2024-06-10
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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NOT_YET_RECRUITING
NA
90 participants
INTERVENTIONAL
2024-07-01
2026-05-31
Brief Summary
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Detailed Description
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A parallel-group design. Ninety physiotherapy interns from a medical institution were enrolled as participants, with practice and videos feedback groups each comprising 45 participants. Two groups received traditional core course. The practice group received an additional 20 minutes of practice course. However, the videos feedback group received an additional 20 minutes of recording the self-practicing videos, the teacher uses observation and feedback learning of evaluation skills to improve the performance of physical therapy interns.The Direct Observation of Procedural Skills, Mini-Clinical Evaluation Exercise, Objective structured clinical examination, and satisfaction questionnaire were used in a pretest, posttest and the follow-up test.The inclusion criteria was being older than 20 years.Students were excluded if they could not complete the questionnaire.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
OTHER
DOUBLE
Study Groups
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Practice Group
Participants in this group engage in the traditional core course, followed by a 20-minute practical session where they pair up for mutual hands-on practice. The assessment of upper limb soft tissue operations takes approximately 4 minutes per session, allowing for approximately 5 practice sessions.
Practice Group
Participants in this group engage in the traditional core course (1-hour lecture on upper limb soft tissue differential diagnosis and assessment techniques. They have the opportunity to observe teacher demonstrations, and the course content and instructional demonstrations are consistent and delivered by the same therapist), followed by a 20-minute practical session where they pair up for mutual hands-on practice. The assessment of upper limb soft tissue operations takes approximately 4 minutes per session, allowing for approximately 5 practice sessions.
Video Feedback Group
Participants receive the traditional core course along with a 20-minute video feedback session. Initially, a therapist records students' assessment techniques in action, capturing the dynamic process on video. The recorded video is then played on a screen for both the course teacher and students to watch together. Participants can annotate specific actions during the viewing, and the course teacher facilitates a reflective discussion where participants observe and identify any issues or correct actions as expected. The teacher provides feedback on areas of improvement in the action process for further practice. The self-viewing of the recorded video serves as a valuable tool for enhancing the skill performance of physical therapy interns.
Practice Group
Participants in this group engage in the traditional core course (1-hour lecture on upper limb soft tissue differential diagnosis and assessment techniques. They have the opportunity to observe teacher demonstrations, and the course content and instructional demonstrations are consistent and delivered by the same therapist), followed by a 20-minute practical session where they pair up for mutual hands-on practice. The assessment of upper limb soft tissue operations takes approximately 4 minutes per session, allowing for approximately 5 practice sessions.
Video Feedback Group
Participants receive the traditional core course (as the same in the practice group) along with a 20-minute video feedback session. Initially, a therapist records students' assessment techniques in action, capturing the dynamic process on video. The recorded video is then played on a screen for both the course teacher and students to watch together. Participants can annotate specific actions during the viewing, and the course teacher facilitates a reflective discussion where participants observe and identify any issues or correct actions as expected. The teacher provides feedback on areas of improvement in the action process for further practice. The self-viewing of the recorded video serves as a valuable tool for enhancing the skill performance of physical therapy interns.
Interventions
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Practice Group
Participants in this group engage in the traditional core course (1-hour lecture on upper limb soft tissue differential diagnosis and assessment techniques. They have the opportunity to observe teacher demonstrations, and the course content and instructional demonstrations are consistent and delivered by the same therapist), followed by a 20-minute practical session where they pair up for mutual hands-on practice. The assessment of upper limb soft tissue operations takes approximately 4 minutes per session, allowing for approximately 5 practice sessions.
Video Feedback Group
Participants receive the traditional core course (as the same in the practice group) along with a 20-minute video feedback session. Initially, a therapist records students' assessment techniques in action, capturing the dynamic process on video. The recorded video is then played on a screen for both the course teacher and students to watch together. Participants can annotate specific actions during the viewing, and the course teacher facilitates a reflective discussion where participants observe and identify any issues or correct actions as expected. The teacher provides feedback on areas of improvement in the action process for further practice. The self-viewing of the recorded video serves as a valuable tool for enhancing the skill performance of physical therapy interns.
Eligibility Criteria
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Inclusion Criteria
Exclusion Criteria
20 Years
65 Years
ALL
Yes
Sponsors
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Taipei Medical University WanFang Hospital
OTHER
Responsible Party
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I Hsien Lin
Clinical Professor
Principal Investigators
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Hsien I Lin, MS
Role: PRINCIPAL_INVESTIGATOR
Wan Fang Hospital, Taipei Medical University
Central Contacts
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References
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Miller GE. The assessment of clinical skills/competence/performance. Acad Med. 1990 Sep;65(9 Suppl):S63-7. doi: 10.1097/00001888-199009000-00045. No abstract available.
Mori B, Carnahan H, Herold J. Use of Simulation Learning Experiences in Physical Therapy Entry-to-Practice Curricula: A Systematic Review. Physiother Can. 2015 Spring;67(2):194-202. doi: 10.3138/ptc.2014-40E.
Blackstock FC, Watson KM, Morris NR, Jones A, Wright A, McMeeken JM, Rivett DA, O'Connor V, Peterson RF, Haines TP, Watson G, Jull GA. Simulation can contribute a part of cardiorespiratory physiotherapy clinical education: two randomized trials. Simul Healthc. 2013 Feb;8(1):32-42. doi: 10.1097/SIH.0b013e318273101a.
Watson K, Wright A, Morris N, McMeeken J, Rivett D, Blackstock F, Jones A, Haines T, O'Connor V, Watson G, Peterson R, Jull G. Can simulation replace part of clinical time? Two parallel randomised controlled trials. Med Educ. 2012 Jul;46(7):657-67. doi: 10.1111/j.1365-2923.2012.04295.x. Epub 2012 May 30.
Sanders BR, Ruvolo JF. Mock clinic. An approach to clinical education. Phys Ther. 1981 Aug;61(8):1163-7. doi: 10.1093/ptj/61.8.1163.
Guadagnoli MA, Lee TD. Challenge point: a framework for conceptualizing the effects of various practice conditions in motor learning. J Mot Behav. 2004 Jun;36(2):212-24. doi: 10.3200/JMBR.36.2.212-224.
Emmen HH, Wesseling LG, Bootsma RJ, Whiting HT, Van Wieringen PC. The effect of video-modelling and video-feedback on the learning of the tennis service by novices. J Sports Sci. 1985 Summer;3(2):127-38. doi: 10.1080/02640418508729742.
Wulf G, Shea C, Lewthwaite R. Motor skill learning and performance: a review of influential factors. Med Educ. 2010 Jan;44(1):75-84. doi: 10.1111/j.1365-2923.2009.03421.x.
Duffy A. A concept analysis of reflective practice: determining its value to nurses. Br J Nurs. 2007 Dec 13-2008 Jan 9;16(22):1400-7. doi: 10.12968/bjon.2007.16.22.27771.
Rotthoff T, Ostapczuk MS, Kroncke KD, Zimmerhofer A, Decking U, Schneider M, Ritz-Timme S. Criterion validity of a competency-based assessment center in medical education--a 4-year follow-up study. Med Educ Online. 2014 Sep 12;19:25254. doi: 10.3402/meo.v19.25254. eCollection 2014.
Provided Documents
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Document Type: Study Protocol and Statistical Analysis Plan
Other Identifiers
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N202211059
Identifier Type: -
Identifier Source: org_study_id
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