Transforming traditional physiotherapy skills teaching to a video-based learning approach: students’ program evaluation and preliminary outcome analysis.

Evaluation of this new technology-enhanced learning approach and preliminary analysis comparing TT and VBL outcomes.

Evaluation. Cross-sectional observational survey with two questionnaires for students following the VBL approach: Questionnaire 1) evaluated the teaching quality; questionnaire 2) assessed students’ preferences for TT or VBL of hands-on skills, explored VBL advantages and disadvantages and future improvements.

Outcomes. Comparison of scores of the CDP-station at the Objective Structured Clinical Examination (OSCE) between two cohorts of second-year undergraduate physiotherapy students: TT (n=95) vs. VBL (n=97). Each OSCE-station assessed skills, clinical decision-making, and communication, which were scored individually and summed up to the total station score of max. 6 points (median [inter-quartile range]). Mann-Whitney U test determined differences between TT and VBL (Bonferroni correction applied) (p0.05; ES r=Z/√N).

Evaluation. Return rate for questionnaires 1) and 2) were 61% and 52%, respectively. Technology-enhanced teaching quality was rated between 1.5±0.5 and 1.8±0.4 on a Likert scale from -2 to +2. Most students (66.7%) preferred VBL over TT. They appreciated that videos were available all the time, enabling self-paced learning, and providing an equally good view on hands-on skills demonstrations; also, the convenience of being able to rewind, re-view, and use speed adjustment options.

Outcomes. VBL scored significantly higher for skills (5.5 [5.0-6.0]) compared to TT (5.0 [4.5-5.5]) in the CDP-OSCE-station (p=0.004; ES: 0.21); and the total CDP-OSCE-station score (5.5 [5.1–5.7]) compared to TT (5.2 [4.9–5.5]; p=0.006, ES: 0.20). Clinical decision-making and communication showed no difference between cohorts.

VBL in physiotherapy compared to TT led to significantly higher OSCE scores for skills and the total station score, which contributed to the entire OSCE’s pass-fail decision. Physiotherapy students preferred VBL over TT for hands-on skills training because it fostered self-paced learning. In-class hands-on skills demonstrations were no longer necessary, thus providing more time for individual feedback and answering questions. The shift from teacher- to student-centered learning enabled students to control their learning pace. There was no effect on clinical decision-making or communication observable.

Further research needs to assess this approach in other physiotherapy specialties, compare long-term learning outcomes between TT and VBL and perform cost-benefit analyses.

Implementation of VBL as a concept into self-guided hands-on skills learning over a longer phase is more than simply showing short videos of skills. The students’ evaluation and preliminary outcome analysis provides first evidence of superiority of VBL.