Applying Videos Feedback Learning to Improve Skills Performance of Physiotherapy Interns

June 5, 2024 updated by: I Hsien Lin, Taipei Medical University WanFang Hospital

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

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.

Study Overview

Status

Not yet recruiting

Conditions

Intervention / Treatment

Detailed 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.

Study Type

Interventional

Enrollment (Estimated)

90

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Contact

Study Contact Backup

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

  • Adult
  • Older Adult

Accepts Healthy Volunteers

Yes

Description

Inclusion Criteria:

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

Exclusion Criteria:

  • Individuals unwilling to participate in the study.

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Other
  • Allocation: Randomized
  • Interventional Model: Parallel Assignment
  • Masking: Double

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Active Comparator: Practice Group
Participants in this group engage in the traditional core course, 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.
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.
Experimental: Video Feedback Group
Participants receive the traditional core course 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.
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.
Other: 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.

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Objective Structured Clinical Examination (OSCE)
Time Frame: pre-test, within 1 week post test, 3-month follow-up

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 Outcome Measures

Outcome Measure
Measure Description
Time Frame
Mini-Clinical Evaluation Exercise (Mini-CEX)
Time Frame: pre-test, within 1 week post test, 3-month follow-up

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
Direct Observation of Procedural Skills (DOPS)
Time Frame: pre-test, within 1 week post test, 3-month follow-up

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
Course Satisfaction
Time Frame: within 1 week post test

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

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

Taipei Medical University WanFang Hospital

Investigators

  • Principal Investigator: Hsien I Lin, MS, Wan Fang Hospital, Taipei Medical University

Publications and helpful links

The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.

General Publications

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Estimated)

July 1, 2024

Primary Completion (Estimated)

May 30, 2026

Study Completion (Estimated)

May 31, 2026

Study Registration Dates

First Submitted

December 10, 2023

First Submitted That Met QC Criteria

June 5, 2024

First Posted (Actual)

June 10, 2024

Study Record Updates

Last Update Posted (Actual)

June 10, 2024

Last Update Submitted That Met QC Criteria

June 5, 2024

Last Verified

June 1, 2024

More Information

Terms related to this study

Keywords

Other Study ID Numbers

  • N202211059

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

YES

IPD Plan Description

Study Protocol, Statistical Analysis Plan, Clinical Study Report

IPD Sharing Time Frame

Individual Participant Data Sharing Plan Description Data will last for 3 years after the end of the study.

IPD Sharing Access Criteria

Ecxel

IPD Sharing Supporting Information Type

  • STUDY_PROTOCOL
  • SAP
  • CSR

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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