First-year osteopathic students' use and perceptions of complementary video-based learning

Abstract

ObjectivesTo examine first year osteopathic students' use and perceptions of complementary video-based learning in an osteopathic examination and management unit. DesignMixed-method sequential explanatory design. SettingTertiary education facility Melbourne, Victoria, Australia. ParticipantsFirst year osteopathy students. Main outcome measuresQuestionnaire-based surveys and focus groups were used to examine use of video resources and student perceptions. Surveys were analysed based on the frequency of responses made on a 4-point scale. Thematic analysis was performed on long-answer survey and focus group transcripts. ResultsSeventy-four (n = 74) students completed the surveys and 12 students took part in the focus groups. Participants reported the online videos had a positive effect on their learning experience in the unit (100%). Themes that emerged from the focus groups included improved understanding, increased exam study and performance, increased exam confidence, decreased exam anxiety, and minor technical difficulties. ConclusionVideo-based learning appears to be an effective approach in decreasing first year osteopathy students’ perceived exam anxiety, and increasing perceived exam confidence and performance. These perceptions are thought to be due to the adoption of a structured learning approach and the reduction in surface learning.