A Video-based Teaching and Learning Activity for Preparing Penultimate-year Physiotherapy Students for Practical Examinations

Abstract

Background: The use of video-based resources in health professional education appears to be a promising approach to teach clinical skills. Their use in physiotherapy education, however, has not been fully investigated. The aim of this project was to determine the effectiveness of a video-based learning activity for improving student confidence, satisfaction, and performance in practical exams. Methods: Focus groups and surveys were used to explore student perceptions (n=62) of practical exams, including preparatory methods, understanding of marking criteria, and associated anxiety. Feedback was used to construct a series of videos of physiotherapy assessment and an activity was designed whereby students viewed the videos and graded performance against the same rubric used to assess their practical exam. Videos were then made available on the course website. Student satisfaction was determined using surveys, focus groups, and standard course evaluations. Student grades were compared with those of the previous year cohort. Results: Students were not confident about their practical exams and were uncertain of what to expect, suggesting they needed examples to aid their preparation. Students were very supportive of the new activity with 96.4% responding positively when asked of its effectiveness. Students attested that the activity improved their confidence with the exam (94.5%) and felt that the activity should be used in future courses (98.1%). Student grades were greater (81.6 ±8.7 vs 78.1 ±9.0, p=0.01) in the current cohort (n=62) when compared with the previous one (n=50). Conclusions: A video-based activity was effective in preparing physiotherapy students for practical exams with potential for improved grades.