Applying Videos Feedback Learning to Improve Skills Performance of Physiotherapy Interns

Feedback Clinical Trial

Official title:

Department of Physical Medicine and Rehabilitation, Wang Fang Hospital, Taipei Medical University, Taipei, Taiwan

Clinical Trial Details — Status: Not yet recruiting

Administrative data

• NCT number: NCT06449560
• Other study ID #: N202211059
• Status: Not yet recruiting
• Phase: N/A
• Start date: July 1, 2024
• Est. completion date: May 31, 2026

Study information

• Verified date: June 2024
• Source: Taipei Medical University WanFang Hospital
• Contact: Hsien I Lin, MS
• Phone: +886-2-29307930
• Email: 88262[@]w.tmu.edu.tw
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

This project uses self-practicing videos feedback to learn to improve the skill performance of physiotherapy interns. For traditional physiotherapy intern courses, teachers will conduct core courses and demonstrate teaching, but students are less familiar with the application of skills, even if adding practice course. The learning outcomes of the course are still not good in skill performance. By recording the self-practicing videos, the teacher uses observation and feedback to let the physiotherapy interns know whether the posture of the individual case, the fixed position of the limbs are appropriate, the resistance given and whether the verbal instruction is correct, and based on the evaluation outcomes to observe the students' learning status and clinical thinking ability can improve the skill performance and learning satisfaction.

Description:

Methods:

A parallel-group design. Ninety physiotherapy interns from a medical institution were enrolled as participants, with practice and videos feedback groups each comprising 45 participants. Two groups received traditional core course. The practice group received an additional 20 minutes of practice course. However, the videos feedback group received an additional 20 minutes of recording the self-practicing videos, the teacher uses observation and feedback learning of evaluation skills to improve the performance of physical therapy interns.The Direct Observation of Procedural Skills, Mini-Clinical Evaluation Exercise, Objective structured clinical examination, and satisfaction questionnaire were used in a pretest, posttest and the follow-up test.The inclusion criteria was being older than 20 years.Students were excluded if they could not complete the questionnaire.

Recruitment information / eligibility

• Status: Not yet recruiting
• Enrollment: 90
• Est. completion date: May 31, 2026
• Est. primary completion date: May 30, 2026
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 20 Years to 65 Years

Eligibility

Inclusion Criteria:

• physical therapy interns require individuals to be over 20 years old.

Exclusion Criteria:

• Individuals unwilling to participate in the study.

Related Conditions & MeSH terms

• Feedback

Intervention

Other:
• Practice Group
Participants in this group engage in the traditional core course (1-hour lecture on upper limb soft tissue differential diagnosis and assessment techniques. They have the opportunity to observe teacher demonstrations, and the course content and instructional demonstrations are consistent and delivered by the same therapist), followed by a 20-minute practical session where they pair up for mutual hands-on practice. The assessment of upper limb soft tissue operations takes approximately 4 minutes per session, allowing for approximately 5 practice sessions.
• Video Feedback Group
Participants receive the traditional core course (as the same in the practice group) along with a 20-minute video feedback session. Initially, a therapist records students' assessment techniques in action, capturing the dynamic process on video. The recorded video is then played on a screen for both the course teacher and students to watch together. Participants can annotate specific actions during the viewing, and the course teacher facilitates a reflective discussion where participants observe and identify any issues or correct actions as expected. The teacher provides feedback on areas of improvement in the action process for further practice. The self-viewing of the recorded video serves as a valuable tool for enhancing the skill performance of physical therapy interns.

Locations

Country	Name	City	State
n/a

Sponsors (1)

Lead Sponsor	Collaborator
Taipei Medical University WanFang Hospital

References & Publications (10)

Blackstock FC, Watson KM, Morris NR, Jones A, Wright A, McMeeken JM, Rivett DA, O'Connor V, Peterson RF, Haines TP, Watson G, Jull GA. Simulation can contribute a part of cardiorespiratory physiotherapy clinical education: two randomized trials. Simul Healthc. 2013 Feb;8(1):32-42. doi: 10.1097/SIH.0b013e318273101a. — View Citation

Duffy A. A concept analysis of reflective practice: determining its value to nurses. Br J Nurs. 2007 Dec 13-2008 Jan 9;16(22):1400-7. doi: 10.12968/bjon.2007.16.22.27771. — View Citation

Emmen HH, Wesseling LG, Bootsma RJ, Whiting HT, Van Wieringen PC. The effect of video-modelling and video-feedback on the learning of the tennis service by novices. J Sports Sci. 1985 Summer;3(2):127-38. doi: 10.1080/02640418508729742. — View Citation

Guadagnoli MA, Lee TD. Challenge point: a framework for conceptualizing the effects of various practice conditions in motor learning. J Mot Behav. 2004 Jun;36(2):212-24. doi: 10.3200/JMBR.36.2.212-224. — View Citation

Miller GE. The assessment of clinical skills/competence/performance. Acad Med. 1990 Sep;65(9 Suppl):S63-7. doi: 10.1097/00001888-199009000-00045. No abstract available. — View Citation

Mori B, Carnahan H, Herold J. Use of Simulation Learning Experiences in Physical Therapy Entry-to-Practice Curricula: A Systematic Review. Physiother Can. 2015 Spring;67(2):194-202. doi: 10.3138/ptc.2014-40E. — View Citation

Rotthoff T, Ostapczuk MS, Kroncke KD, Zimmerhofer A, Decking U, Schneider M, Ritz-Timme S. Criterion validity of a competency-based assessment center in medical education--a 4-year follow-up study. Med Educ Online. 2014 Sep 12;19:25254. doi: 10.3402/meo.v19.25254. eCollection 2014. — View Citation

Sanders BR, Ruvolo JF. Mock clinic. An approach to clinical education. Phys Ther. 1981 Aug;61(8):1163-7. doi: 10.1093/ptj/61.8.1163. — View Citation

Watson K, Wright A, Morris N, McMeeken J, Rivett D, Blackstock F, Jones A, Haines T, O'Connor V, Watson G, Peterson R, Jull G. Can simulation replace part of clinical time? Two parallel randomised controlled trials. Med Educ. 2012 Jul;46(7):657-67. doi: 10.1111/j.1365-2923.2012.04295.x. Epub 2012 May 30. — View Citation

Wulf G, Shea C, Lewthwaite R. Motor skill learning and performance: a review of influential factors. Med Educ. 2010 Jan;44(1):75-84. doi: 10.1111/j.1365-2923.2009.03421.x. — View Citation

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Objective Structured Clinical Examination (OSCE)	Evaluators utilize a detailed, operationally defined standardized checklist to assess the performance of examinees in a structured clinical skills assessment. This instructional design aims to aid students in learning and understanding their learning outcomes, evaluating the knowledge, skills, and attitudes of the examinees through a performance-based testing approach.; The scoring sheet includes an standardized checklist and an overall performance assessment. The standardized checklist comprises 15 items, with results presented in percentages, where higher scores indicate better performance. The overall performance assessment ranges from 5 points (excellent) to 1 point (poor).	pre-test, within 1 week post test, 3-month follow-up
Secondary	Mini-Clinical Evaluation Exercise (Mini-CEX)	The Mini-CEX focuses on the performance of interactions with patients. Clinical instructors can use it to directly observe the interaction between learners and patients, conduct a simple assessment of the Mini-CEX, and provide direct feedback to the learners. Clinical instructors can assess a specific aspect (medical interview, physical examination, operational skills, counseling and health education, clinical judgment, organizational efficiency, humanitarian professionalism) each time.; The assessment consists of 7 items, with scores ranging from 1 to 9 points each. The total score ranges from 7 to 63 points, with higher scores indicating better performance.	pre-test, within 1 week post test, 3-month follow-up
Secondary	Direct Observation of Procedural Skills (DOPS)	Clinical instructors evaluate and provide feedback on the procedural skills of the examinee. Each clinical procedural skill is assessed and feedback is provided to ensure learning effectiveness.; The assessment consists of 10 items, with scores ranging from 1 to 6 points each. The total score ranges from 10 to 60 points, with higher scores indicating better performance.	pre-test, within 1 week post test, 3-month follow-up
Secondary	Course Satisfaction	Understand your satisfaction with various arrangements of this course activity, including speakers, lecture content, and related activities.; The assessment consists of 12 items, with scores ranging from 1 to 5 points each. The total score ranges from 12 to 60 points, with higher scores indicating higher satisfaction.	within 1 week post test