Using Video Technology to Support More Effective and Efficient Delivery of Therapeutic Modalities Content in a Doctor of Physical Therapy Program
Kristin Fosheim, SPT; Trent Nichol, SPT; Matthew St. John, SPT, CSCS
Faculty Mentors: Kendra Gagnon, PT, Ph.D.
Purpose: This study examined whether video technology could be used as a supplemental learning aide to support more effective and efficient delivery of therapeutic modalities content in a doctor of physical therapy (DPT) program.
Subjects: Forty-three 2nd-year DPT students enrolled in the Clinical Procedures II course at Rockhurst University during the Fall 2015 semester were invited to participate in this study. Participant data was compared to a cohort of 45 2nd-year DPT students who were enrolled in the same course during the previous year.
Methods: Therapeutic modalities curricular content was covered over 5 weeks. Videos featuring application of therapeutic modalities were filmed and uploaded to a YouTube channel accessible to students on multiple platforms via any web-enabled device, including smartphones and tablets. Students were encouraged to watch these videos prior to class, and use them as a study tool inside and outside of the classroom. At the end of the course, students took the same final written exam, practical exam, and course evaluations that had been administered to students who were enrolled in the course in 2014, when the same content was delivered over 9 weeks without the use of instructional videos. Participants were invited to participate in a short, anonymous online survey with questions related to use of and overall satisfaction with the instructional videos. Descriptive statistics were used to examine student performance and satisfaction with the course, as well as use and perceptions of instructional videos
Results: The mean written exam score for the 2015 and 2014 cohorts were 85.73% and 83.65%, respectively. Course evaluation ratings were higher in every area in 2015 compared to 2014. Approximately two-thirds of survey respondents (65.9%) reported using the instructional videos at least once per week outside of class time to prepare/study for the course. The majority of students agreed or strongly agreed that the instructional videos were effective, efficient, and helped them prepare for lecture, lab, and exams. Eighty-five percent of respondents agreed or strongly agreed that the instructional videos enhanced their learning.
Conclusions: Condensing delivery of instructional content related to therapeutic modalities by nearly 50% did not adversely affect student performance or satisfaction. Instructional videos seemed to have a positive impact on student learning and satisfaction in the course. The results of this study suggest that video technology may be used to support learning when condensing therapeutic modalities content, possibly resulting in more effective and efficient delivery of this content. More research is needed to determine how video technology and other innovative instructional methods may be best used to support student learning for more efficient delivery of physical therapist educational content.
Acknowledgements: Micheal Woodward, MPT
Funding Source: Rockhurst University
Kristin Fosheim, SPT; Trent Nichol, SPT; Matthew St. John, SPT, CSCS
Faculty Mentors: Kendra Gagnon, PT, Ph.D.
Purpose: This study examined whether video technology could be used as a supplemental learning aide to support more effective and efficient delivery of therapeutic modalities content in a doctor of physical therapy (DPT) program.
Subjects: Forty-three 2nd-year DPT students enrolled in the Clinical Procedures II course at Rockhurst University during the Fall 2015 semester were invited to participate in this study. Participant data was compared to a cohort of 45 2nd-year DPT students who were enrolled in the same course during the previous year.
Methods: Therapeutic modalities curricular content was covered over 5 weeks. Videos featuring application of therapeutic modalities were filmed and uploaded to a YouTube channel accessible to students on multiple platforms via any web-enabled device, including smartphones and tablets. Students were encouraged to watch these videos prior to class, and use them as a study tool inside and outside of the classroom. At the end of the course, students took the same final written exam, practical exam, and course evaluations that had been administered to students who were enrolled in the course in 2014, when the same content was delivered over 9 weeks without the use of instructional videos. Participants were invited to participate in a short, anonymous online survey with questions related to use of and overall satisfaction with the instructional videos. Descriptive statistics were used to examine student performance and satisfaction with the course, as well as use and perceptions of instructional videos
Results: The mean written exam score for the 2015 and 2014 cohorts were 85.73% and 83.65%, respectively. Course evaluation ratings were higher in every area in 2015 compared to 2014. Approximately two-thirds of survey respondents (65.9%) reported using the instructional videos at least once per week outside of class time to prepare/study for the course. The majority of students agreed or strongly agreed that the instructional videos were effective, efficient, and helped them prepare for lecture, lab, and exams. Eighty-five percent of respondents agreed or strongly agreed that the instructional videos enhanced their learning.
Conclusions: Condensing delivery of instructional content related to therapeutic modalities by nearly 50% did not adversely affect student performance or satisfaction. Instructional videos seemed to have a positive impact on student learning and satisfaction in the course. The results of this study suggest that video technology may be used to support learning when condensing therapeutic modalities content, possibly resulting in more effective and efficient delivery of this content. More research is needed to determine how video technology and other innovative instructional methods may be best used to support student learning for more efficient delivery of physical therapist educational content.
Acknowledgements: Micheal Woodward, MPT
Funding Source: Rockhurst University