Educational programs for learning to observe movement quality in physical therapy: a design-based research approach

Abstract

Introduction: Movement observation is a core aspect in physical therapists' diagnosis to determine which interventions are adequate to improve functional abilities. The aim of this study was to derive design principles for an educational program for the development of observational skills. Methods: We used a qualitative approach within a design-based research methodology. In four rounds, 8 physical therapy students, 16 teachers, and 9 practitioners participated in five Nominal Group Technique meetings and six interviews. Meetings and interviews were transcribed verbatim and analyzed using thematic analysis. Results: We identified three themes, each with several design principles: (1) didactics; (2) professional content; and (3) conditions for optimal learning. We developed a proto-theory underpinned with underlying educational theories. Conclusions: To learn observational skills, students, facilitated by an experienced teacher, need to take the lead in their own learning process. This might imply a need for additional training for teachers. A realistic context is a precondition for learning; it might be necessary to increase possibilities for observations in clinical contexts or to invest in training for (simulated) patients as participants in education. Further research is needed to test the applicability of the design principles and a prototheory for other professionals with a focus on observation and analysis of movements.

Education of physiotherapists improves inter-rater reliability in lumbar spine motor control tests: A randomized controlled trial

“…Educational programs to improve observational skills in physiotherapists should be based on relevant educational theories, as described in a recent proto-theory, "i.e. a set of theoretical concepts that guides ongoing development and refinement of the educational design to learn observational skills" (Dekkers et al, 2020). In the education program used in the present study, based on self-determination theory, the teacher acted as a facilitator, while students led the learning process (Ryan and Deci, 2000).…”

Fostering Awareness of Implicit Bias Using an Adapted Visual Thinking Strategy and Reflection

“…8 When teaching observation skills, it is important to consider the observer as an influencing factor, because there is a tendency to interpret what is seen at the time of viewing. 8,9 Because of this, Dekkers and colleagues suggest that initial observation in healthcare should be explicit in being objectively focused. 9 Students need a strategy to uncouple observations from perspective.…”

“…8,9 Because of this, Dekkers and colleagues suggest that initial observation in healthcare should be explicit in being objectively focused. 9 Students need a strategy to uncouple observations from perspective. The teaching strategy presented here provides a way for students to differentiate observation from perspective and to recognize how their unique perceptual filters unconsciously influence their efforts to derive meaning from what they see.…”