Simmonds J1,2, Armitage D1,3, Barrett C4, Collinge R1,5, Abrahams S6, Main E1
1University College London, Great Ormond Street Institute of Child Health, London, United Kingdom, 2Wellington Hospital, Central Health Physiotherapy - Hypermobility Unit, London, United Kingdom, 3Pimlico Physiotherapy, London, United Kingdom, 4Wellington Hospital, Central Health Physiotherapy - Shoulder Academy, London, United Kingdom, 5Westham United Football Club, Physiotherapy, London, United Kingdom, 6Anatomie Physiotherapy, Physiotherapy, London, United Kingdom
Background: With the world-wide growth in youth sport and performing arts participation,it is important to provide education on prevention and management of athletic injuries in young people. Therefore a unique postgraduate Paediatric and Adolescent Sports and Performing Arts Injury (PASPAI) module has been created. Development of advanced paediatric clinical skills is a key learning objective of the module.
Traditional approaches to teaching clinical skills include lecturer demonstrations and clinical reasoning case studies. An inability to guarantee either models with specific clinical injuries or pathologies on specific term dates, or standardised high quality demonstration are amongst the challenges faced by educators. Large classes gathering around a single model preclude adequate repetitive exposure to the correct techniques. Vodcasts are a form of e-learning technology whereby video files can be made available to students via the internet, to download to mobile devices. Mobile or m-learning provides the learner with the opportunity to access these vodcasts whenever, wherever and however they want to and has opened up new ways that skills-based education can be delivered.
Purpose: The project aim was to create a bank of expert led vodcasts for postgraduate students undertaking the PASPAI module and to explore the influence of this pedagogical approach on student learning.
Methods: Over a 3 year period, a bank of videos of clinical experts undertaking assessments and treatments of young athletes were created. The videos were carefully edited to create sixteen 6-10 minute vodcasts with high definition close-up shots, slow-motion repeats, text and voice-overs to emphasize key points. Vodcasts were streamed via the University virtual learning environment Moodle and made available for the duration of the PASPAI module.
Evaluation included an anonymous online student feedback questionnaire, focus group discussion and analysis of student Objective Structured Clinical Exam (OSCE) results over a 3 year period. Quantitative data were analysed descriptively and qualitative data analysed thematically.
Results: A total of 54 students have undertaken the PASPAI module in the past 3 years. Feedback evaluation via an anonymous online questionnaire was received from 40/54 (75%) students. 100% of respondents rated the vodcasts highly as helpful learning resources. Themes from the focus group and open questions in the questionnaire included; module preparation and revision, visio-motor learning, appreciating the sports specific clinical setting. International students found the vodcasts particularly helpful, as many techniques were new to them and the videos gave them the opportunity for repeated viewing and helped them not only with practical skills but also evidence based clinical reasoning skills. Grades for the PASPAI OSCE where vodcasts had been created for particular sports and body regions have improved year on year. In the first year, the attainment gap between OSCE stations where related vodcasts were available was 6% compared to those where vodcasts were not available. By year 3, when all OSCE stations had supportive vodcasts, the attainment gap had closed to a 1% difference between stations.
Conclusion(s): Vodcasts enhance clinical skill development education outside of tutor led sessions.
Implications: A multi-sensory, mobile and blended learning approach may offer the optimum learning experience for skills based teaching.
Keywords: Clinical skills, Vodcasts, Sports/ Performing Arts
Funding acknowledgements: None
Traditional approaches to teaching clinical skills include lecturer demonstrations and clinical reasoning case studies. An inability to guarantee either models with specific clinical injuries or pathologies on specific term dates, or standardised high quality demonstration are amongst the challenges faced by educators. Large classes gathering around a single model preclude adequate repetitive exposure to the correct techniques. Vodcasts are a form of e-learning technology whereby video files can be made available to students via the internet, to download to mobile devices. Mobile or m-learning provides the learner with the opportunity to access these vodcasts whenever, wherever and however they want to and has opened up new ways that skills-based education can be delivered.
Purpose: The project aim was to create a bank of expert led vodcasts for postgraduate students undertaking the PASPAI module and to explore the influence of this pedagogical approach on student learning.
Methods: Over a 3 year period, a bank of videos of clinical experts undertaking assessments and treatments of young athletes were created. The videos were carefully edited to create sixteen 6-10 minute vodcasts with high definition close-up shots, slow-motion repeats, text and voice-overs to emphasize key points. Vodcasts were streamed via the University virtual learning environment Moodle and made available for the duration of the PASPAI module.
Evaluation included an anonymous online student feedback questionnaire, focus group discussion and analysis of student Objective Structured Clinical Exam (OSCE) results over a 3 year period. Quantitative data were analysed descriptively and qualitative data analysed thematically.
Results: A total of 54 students have undertaken the PASPAI module in the past 3 years. Feedback evaluation via an anonymous online questionnaire was received from 40/54 (75%) students. 100% of respondents rated the vodcasts highly as helpful learning resources. Themes from the focus group and open questions in the questionnaire included; module preparation and revision, visio-motor learning, appreciating the sports specific clinical setting. International students found the vodcasts particularly helpful, as many techniques were new to them and the videos gave them the opportunity for repeated viewing and helped them not only with practical skills but also evidence based clinical reasoning skills. Grades for the PASPAI OSCE where vodcasts had been created for particular sports and body regions have improved year on year. In the first year, the attainment gap between OSCE stations where related vodcasts were available was 6% compared to those where vodcasts were not available. By year 3, when all OSCE stations had supportive vodcasts, the attainment gap had closed to a 1% difference between stations.
Conclusion(s): Vodcasts enhance clinical skill development education outside of tutor led sessions.
Implications: A multi-sensory, mobile and blended learning approach may offer the optimum learning experience for skills based teaching.
Keywords: Clinical skills, Vodcasts, Sports/ Performing Arts
Funding acknowledgements: None
Topic: Education: methods of teaching & learning; Education: continuing professional development; Sport & sports injuries
Ethics approval required: No
Institution: University College London
Ethics committee: University College London Ethics Committee
Reason not required: This project included evaluation of innovative education teaching methods which did not require ethical approval.
All authors, affiliations and abstracts have been published as submitted.
