Student Learning of Cervical Psychomotor Skills Via Online Video Instruction Versus Traditional Face-to-Face Instruction

Abstract

Background and Purpose. Currently, there is very limited evidence in the literature regarding the use of video-based instruction for psychomotor skills in physical therapist education. The purpose of this study was to compare student learning of psychomotor examination and treatment skills of the cervical region via online video instruction versus traditional face to face instruction. An additional purpose was to examine the effect of the addition of online video instruction before or after traditional face-to-face instruction of these skills. Subjects. Fifty-three professional (entrylevel) physical therapist students from 4 consecutive cohorts. Methods. This was a single blind, 2-group, posttest-only, crossover, experimental study. Group A received online video instruction of Skill Set 1 (examination skills) and face-to-face instruction using faculty demonstration of Skill Set 2 (interventions skills). Group B received face-toface instruction of Skill Set 1 and online video of Skill Set 2. Student performance of all skills was evaluated by 1 evaluator, with content expertise blinded to group membership, using a grading rubric. A second laboratory session was held where the groups received instruction of these skills in reverse order, followed by another performance evaluation. Nonparametric and parametric analyses were performed to determine differences in student performance after the 2 instructional sessions Results. Parametric analysis found a statistically significant difference for 1 of the 4 skills (f = .77, P < .05), with the face-toface group performing better. There were no statistically significant differences in group performance after the second instructional session, and student performance was significantly better after this second session compared to after the first instructional session. Additionally, no statistically significant differences in student performance were observed when the order in which students received the 2 methods of instruction was compared. Discussion/Conclusions. The use of online video may serve as an effective method of instruction of advanced clinical psychomotor skills. Benefits of the cumulative effect of using both modes of instruction are apparent in student learning of these advanced psychomotor skills. Online video can be a relatively time-efficient instructional method to enhance traditional classroom experiences and could be especially beneficial in situations where traditional instruction is not possible due to geographic or economic reasons.