Effects of video podcasting on psychomotor and cognitive performance, attitudes and study behaviour of student physical therapists

Moore, Wayne A.; Smith, A. Russell

doi:10.1080/14703297.2012.728876

Cited by 75 publications

(55 citation statements)

References 15 publications

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“…[10,11] An educational video is a versatile tool that can be used to support professors in the classroom or in a simulation laboratory or, at a distance, through the internet [4] or mobile devices [12] to expand access to knowledge. This tool is a practical method, with a good cost-benefit profile and the scenes can be watch multiple times, as many times as necessary [13][14][15][16][17] and can help the students in acquiring new skills and their learning process. [11] The three steps to develop a video are: pre-production, production and post-production.…”

Section: Introductionmentioning

confidence: 99%

Development and validation of educational videos addressing indwelling catheterization

Rossi¹,

Baptista²,

Ohl³

et al. 2018

JNEP

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Objective: Developed and validate educational videos addressing the female and male indwelling catheterization techniques in adult patients.Methods: Methodological study divided into two stages: development and validation of a script and the filming, editing and validation of videos. The script was written in the storyboard format, which was validated by eight nurse experts using the Delphi technique. The educational videos were filmed according to this validated script and were validated by 71 undergraduate nursing students using a five-point Likert scale.Results: The final script was composed of eight items: concept, reasons, material, instructions, male and female indwelling catheterization, indwelling catheter care, and complications. Five rounds were needed for the script to be validated by experts, a process that lasted nine months. The scenes were filmed, edited and inserted in the animated texts. The final versions were watched by 71 first-year undergraduate nursing students from a public university located in São Paulo. The mean scores assigned by the students to the eight items were greater than four. The item that obtained the highest mean was “complications related to indwelling catheterization”, with a mean score of 4.80. The item with the lowest score was “reasons” with a mean of 4.38. Assessment of the set of items (“did you understand this video?”) also obtained a mean score of 4.38. Agreement among students was also significant (p < .001).Conclusions: The script was developed and validated by experts, while the educational videos that resulted from this script were validated by first-year undergraduate nursing students.

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Section: Introductionmentioning

confidence: 99%

Development and validation of educational videos addressing indwelling catheterization

Rossi¹,

Baptista²,

Ohl³

et al. 2018

JNEP

View full text Add to dashboard Cite

show abstract

“…There were no significant differences in scores for the podcast condition as compared to in-person condition. The authors did, however, note neither condition resulted in high examination scores (Moore & Smith, 2012). Regarding student preferences, the authors reported students felt inperson instruction and podcasts were each beneficial for learning with several students suggesting that the use of combined methods may be best for learning (Moore & Smith, 2012).…”

Section: Combined Instructional Methodsmentioning

confidence: 95%

The Impact of Instructional Method on the Application of Kinesio Taping® Techniques for Occupational Therapy Students

Rice¹,

Amerih²,

Brown³

2017

JOTE

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This research utilized a crossover study design to analyze the differences in learner satisfaction, confidence, and accuracy when comparing in-person, video, and written instructional methods. The study was conducted on a group of 32 occupational therapy students from a local university by teaching them two different Kinesio Taping® protocols. Satisfaction and confidence were measured by survey. The participants completed tapings, then were rated by an instructor to obtain accuracy data. The study found that learning satisfaction was rated higher following video instruction. Regarding confidence, there was a statistically significant difference in the level of confidence for students viewing video instruction for one of two taping techniques presented. No significant difference was found between groups in accuracy in taping after different instructional methods. The use of multiple instructional methods was reported as the most beneficial and preferred method in the study. This study highlights the potential benefits of utilizing multiple instructional methods to aid in student learning.

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“…While traditional lecturing still remains the predominant teaching approach used for large student groups, the incorporation of educational videos has now become an important part of the curriculum, providing an important content-delivery tool in many flipped, blended and online classes (Brame, 2016). In addition, several meta-analyses have shown that technology can actively enhance learning (Means et al, 2010;Schmid et al, 2014), and numerous other studies have shown that video, specifically, can be a highly effective educational tool (Allen and Smith, 2012;Kay, 2012;Stockwell et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Lights, camera, action: Microbiology laboratory teaching in the spotlight

Wall

Lacey

2019

5th International Conference on Higher Education Advances (HEAd'19)

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Broadening of access to higher education, leading to increasing class sizes, presents particular challenges in teaching specialised, laboratory-based subjects such as Microbiology. The Republic of Ireland has seen a 20% increase in undergraduate student numbers in the past ten years, with this trend set to continue in the near future. To complement traditional learning approaches, we have designed, produced and trialled a comprehensive suite of teaching videos that demonstrate common techniques taught in our Microbiology degree programme. The 42 videos, each of 4-9 minutes duration, were filmed in-house using a professional film maker. Videos were designed for viewing before linked laboratory sessions to increase student engagement, assist learners with little prior technical experience to process core concepts, and improve the quality of hands-on practical training in the laboratory. Student reaction to a pilot release was exceptionally positive, underlining the videos’ effectiveness for visual learners and the added value of the content due to its bespoke nature. The complete video collection will be amalgamated into our B.Sc. programme in 2019-20. The initiative is expected to enhance students’ experience in hands-on laboratory sessions, promote active learning by blending video into traditional teaching programmes, and support reflective study through their availability.

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Effects of video podcasting on psychomotor and cognitive performance, attitudes and study behaviour of student physical therapists

Cited by 75 publications

References 15 publications

Development and validation of educational videos addressing indwelling catheterization

Development and validation of educational videos addressing indwelling catheterization

The Impact of Instructional Method on the Application of Kinesio Taping® Techniques for Occupational Therapy Students

Lights, camera, action: Microbiology laboratory teaching in the spotlight

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