Usage and Perceived Value of Video Podcasts by Professional Physical Therapist Students in Learning Orthopedic Special Tests

Abstract

INTRODUCTIONOver past 20 years, use of multimedia instruction in education has been rapidly evolving due to advances in technology, computer accessibility, and an increasing level of comfort with technology by both students and faculty. Examples of computer-assisted learning (CAL) include material presented on DVD/CD, podcasts, video streaming, and downloadable media files. These technologies allow students easy access to resources outside of class that can then be used to enhance face-to-face classroom instruction and support active learning.1'3 It is estimated that 71%-80% percent of physical therapist education programs are utilizing CAL.1'6 These courses ranged from basic science to clinical skills courses. It is likely that use of CAL has become more prevalent since publication of these studies.CAL has been used to facilitate acquisition of cognitive and psychomotor skills in physical therapist education program curriculums7,8 as well as other health professional programs such as occupational therapy,9 nursing,10,11 dentistry,12 and medicine.13'15 In cognitive domain, there appears to be consensus in physical therapy literature that CAL is as effective as traditional lecture in teaching of anatomy16'18 and biomechanics.19 In psychomotor domain, CAL appears to be as effective as live demonstration in teaching content related to teaching of musculoskeletal examination skills of knee and ankle,2 transfer and gait training,20 manual therapy interventions,8 and orthopedic special tests.21 From student perspective, advantages of using CAL include self-paced learning, flexibility in study time, and improved access to course materials.20One of more recent forms of multimedia instruction include video podcasting. Video podcasting refers to the distribution of audio or video files to subscribers via internet.20 It is considered a type of push technology where new media files are au- tomatically downloaded to subscribers computer as they become available.22 Subscribers can then transfer media to smaller, portable devices, such as smartphones, iPods, and tablet computers. Research has shown that students desire more of these type of learning experiences.23,24iTunes is an example of a proprietary distributer of podcasts. In 2008, iTunes added iTunes U, which provides access to an extensive amount of free educational content from colleges and universities across nation. One common form of video podcasts in colleges and universities is distribution of recordings of lectures for students to review independently or as a standalone learning experience. More recently, video podcasts are being used to supplement, rather than duplicate or replace, traditional classroom instruction time23 and are often used for preclass preparation.2 Several advantages of podcasting and video podcasting noted in literature include convenience of access, flexibility in learning, and portability and content review before exams.11,23'25 From an instructor standpoint, video podcasts appear to be well suited for teaching psychomotor skills because class time is saved when instructors do not have to spend time with live demonstrations.20 This allows more class time for students to develop their hands on skills and greater interaction with instructors.Most studies examining use of multimedia instruction in physical therapist education programs have used instructional CDs,2 videos that could be viewed via a computer-based media player,21 and video incorporated into a PowerPoint presentation.26 In several studies examining student satisfaction with podcasting, an overwhelming positive response was noted.23,24,27,28 Although there have been several articles on student usage, attitudes, and behavior towards CAL, we are aware of only one published study that has examined physical therapist student attitudes and behavior towards use of video podcasting. …