A systematic review of assessments for procedural skills in physiotherapy education / Assessment von prozeduralen Fähigkeiten in der physiotherapeutischen Ausbildung: Ein systematischer Review

Sattelmayer, Martin; Hilfiker, Roger; Baer, Gillian

doi:10.1515/ijhp-2017-0008

Cited by 7 publications

(4 citation statements)

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“…Practical techniques tend to be sequential and predictable, so the structure of a checklist allows for a detailed and objective assessment of compliance with the sequence of steps [ 33 ]. In a systematic review, it was concluded that further development of valid and reliable instruments for the evaluation of practical skills is needed in physiotherapy [ 34 ]; hence, in the absence of “gold standard” instruments, we developed custom measures that proved to be fit for purpose.…”

Section: Discussionmentioning

confidence: 99%

“…Rubrics such as OSATS (Objective Structured Assessment of Technical Skills) have been reported in structured medical-surgical procedures with satisfactory results [ 30 , 35 ]. Rubrics make it possible to determine the skills necessary to carry out a procedure using satisfaction scales [ 34 ]. In our study, the decision to use two instruments was made because, although the checklist is widely used in the literature, it cannot accurately distinguish the level of quality of the student’s practical skills.…”

Section: Discussionmentioning

confidence: 99%

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Remote, asynchronous training and feedback enables development of neurodynamic skills in physiotherapy students

et al. 2023

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Background During the COVID-19 pandemic, face-to-face teaching and learning of physiotherapy practical skills was limited. Asynchronous, remote training has been effective in development of clinical skills in some health professions. This study aimed to determine the effect of remote, asynchronous training and feedback on development of neurodynamic skills in physiotherapy students. Methods Longitudinal repeated measurements study, across four training sessions. Participants engaged in a remote training program for development of upper limb neurodynamic techniques. In this sequential training, participants viewed the online tutorial, practiced independently, and uploaded a video of their performance for formative assessment and feedback from a trained instructor via a checklist and rubric. Results Intra-subject analyses of 60 third-year physiotherapy students showed that the target standard of performance, with no further significant change in scores, was attained following session 2 for the checklist and session 3 for the rubric. This shows that two sessions are required to learn the procedures, and three sessions yield further improvements in performance quality. Conclusion The remote, asynchronous training and feedback model proved to be an effective strategy for students’ development of neurodynamic testing skills and forms a viable alternative to in-person training. This study contributes to the future of acquiring physiotherapy clinical competencies when distance or hybrid practice is required.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Remote, asynchronous training and feedback enables development of neurodynamic skills in physiotherapy students

et al. 2023

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“…Historically, the study of the acquisition of procedural skills was primarily in the field of medical and especially surgical education. However, other health professions such as nursing and physiotherapy education have developed assessment and teaching approaches for these skills as well (Oermann, Muckler & Morgan, 2016;Sattelmayer, Hilfiker & Baer, 2017). Defining procedural skills is challenging.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of the Peyton’s 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression

Giacomino

Caliesch

Sattelmayer

2020

PeerJ

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Background Acquisition of procedures is an important element in health professions education. Traditionally procedures are taught using a “see one - do one” approach. That is a teacher demonstrates and describes a procedure and afterwards the students practice the procedure. A more recent teaching approach for the acquisition of procedural skills was presented by Walker and Peyton. Peyton’s teaching approach is a stepwise teaching approach and consists of the following four steps: demonstration, deconstruction, comprehension and performance. The aims of this study were (i) to systematically evaluate the effectiveness of Peyton’s 4–step teaching approach on the acquisition of procedural skills in health professions education and (ii) to evaluate whether studies with fewer students per teacher showed a larger between group difference than studies with more students per teacher. Methods We searched in Medline, PsycInfo, Embase and ERIC for eligible studies. Records were screened by two independent reviewers. A random effects meta-analysis was performed to evaluate skill acquisition and time needed to perform the procedures at post-acquisition and retention tests. A meta-regression was used to explore the effect of the number of students per teacher on the estimated effect of the educational interventions. Results An effect size of 0.45 SMD (95% CI [0.15; 0.75]) at post-acquisition and 0.7 SMD (95% CI [−0.09; 1.49]) at retention testing were in favour of Peyton’s teaching approach for skill acquisition. The groups using Peyton’s teaching approach needed considerably less time to perform the procedure at post-acquisition (SMD: −0.8; 95% [CI −2.13 to 1.62]) and retention (SMD: −2.65; 95% CI [−7.77 to 2.47]) testing. The effectiveness of Peyton’s teaching approach was less clear in subgroup analyses using peer teachers. Meta-regression showed that the number of students per teacher was an important moderator variable. Conclusion Peyton’s teaching approach is an effective teaching approach for skill acquisition of procedural skills in health professions education. When peer students or student tutors are used as teachers the effectiveness of Peyton’s teaching approach is less clear. Peyton’s teaching approach is more effective when small groups with few students per teacher are used.

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“…Historically, the study of the acquisition of procedural skills was primarily in the field of medical and especially surgical education. However, other health professions such as nursing and physiotherapy education have developed assessment and teaching approaches for these skills as well (Oermann et al 2016;Sattelmayer et al 2017). Defining procedural skills is challenging.…”

Section: Introductionmentioning

confidence: 99%

Peer Review #3 of "The effectiveness of the Peyton’s 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression (v0.1)"

2020

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Background. Acquisition of procedures is an important element in health professions education. Traditionally procedures are taught using a "see one-do one" approach. That is a teacher demonstrates and describes a procedure and afterwards the students practice the procedure. A more recent teaching approach for the acquisition of procedural skills was presented by Walker and Peyton. Peyton's teaching approach is a stepwise teaching approach and consists of the following four steps: demonstration, deconstruction, comprehension and performance. The aims of this study were i) to systematically evaluate the effectiveness of Peyton's 4-step teaching approach on the acquisition of procedural skills in health professions education and ii) to evaluate whether studies with fewer students per teacher showed a larger between group difference than studies with more students per teacher.Methods. We searched in Medline, PsycInfo, Embase and ERIC for eligible studies. Records were screened by two independent reviewers. A random effects meta-analysis was performed to evaluate skill acquisition and time needed to perform the procedures at post-acquisition and retention tests. A meta-regression was used to explore the effect of the number of students per teacher on the estimated effect of the educational interventions.Results. An effect size of 0.45 SMD (95%CI: 0.15; 0.75) at post-acquisition and 0.7 SMD (95%CI:-0.09; 1.49) at retention testing were in favour of Peyton's teaching approach for skill acquisition. The groups using Peyton's teaching approach needed considerably less time to perform the procedure at post-acquisition (SMD:-0.8; 95%CI:-2.13 to 1.62) and retention (SMD:-2.65; 95%CI:-7.77 to 2.47) testing. The effectiveness of Peyton's teaching approach was less clear in subgroup analyses using peer teachers. Meta-regression showed that the number of students per teacher was an important moderator variable.Conclusion. Peyton's teaching approach is an effective teaching approach for skill acquisition of procedural skills in health professions education. When peer students or student tutors are used as teachers the effectiveness of Peyton's

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A systematic review of assessments for procedural skills in physiotherapy education / Assessment von prozeduralen Fähigkeiten in der physiotherapeutischen Ausbildung: Ein systematischer Review

Cited by 7 publications

References 30 publications

Remote, asynchronous training and feedback enables development of neurodynamic skills in physiotherapy students

Remote, asynchronous training and feedback enables development of neurodynamic skills in physiotherapy students

The effectiveness of the Peyton’s 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression

Peer Review #3 of "The effectiveness of the Peyton’s 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression (v0.1)"

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