Video-Based Learning Compared to Face-to-Face Learning in Psychomotor Skills Physiotherapy Education

Abstract

Background: In physiotherapy education, cognitive knowledge is combined with psychomotor skills classes. Evidence that psychomotor skills can be aquired by Video-Based Learning (VBL) only is scarce. The purpose of the research was to compare VBL with face-to-face learning of one such skill (Proprioceptive Neuromuscular Facilitation, PNF) and to assess students’ acceptance of VBL. Methods: The experimental group (EG) received electronic access to a video and supplementary written material. The control group (CG) attended a face-to-face lesson, accessing the same written material. Both groups were instructed to learn and practice the technique for one week. Afterwards, a blinded examiner tested for psychomotor skills, a multiple-choice test tested for cognitive knowledge. Student satisfaction was tested with a Likert-scale based questionnaire. Results: The mean (SD) exam points for experimental-group and control-group were 30.23 (2.976) and 30.36 (2.706), respectively (p = 0.830). The mean multiple-choice test points for EG/CG students were 14.23 (2.204)/12 (2) points (p = 0.014). The questionnaire revealed significant differences in the timeframe adequacy, the comprehensiveness of verbal instructions and the knowledge of improval of weaknesses (p = 0.025/0.038/0.007). Our exam results yielded no statistical difference between VBL and face-to-face learning, our multiple-choice test revealed significant differences, favoring the EG. The uncertainty regarding the improval of weaknesses was likely due to the lack of feedback during practice. Nonetheless, EG exam results were satisfactory and comparable. Conclusions: VBL can produce comparable exam results in teaching psychomotor PNF skills. It suggests, that circumscribed psychomotor skills can be taught using VBL only. Overall student acceptance of VBL was high.