Student Learning of Cervical Psychomotor Skills Via Online Video Instruction Versus Traditional Face-to-Face Instruction

Duijn, Arie J. van; Swanick, Kathy; Donald, Ellen Kroog

doi:10.1097/00001416-201410000-00015

Cited by 42 publications

(40 citation statements)

References 14 publications

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“…Technological changes coupled with challenges for highquality, cost-effective education encouraged educators to find alternative approaches to teach "hands-on" orthopaedic special tests and intervention skills (Boucher et al, 2013). Specific reasons cited in the literature for the promotion of teaching PT skills online include flexibility, location, shortage of practitioners, classroom space, the ability to review and repeat, and personalization of learning (Adams, 2013, Cooper & Higgens, 2015Green & Whitburn, 2016;Hurst, 2016;Elmer et al, 2016;Van Doom & Van Doom, 2014;Van Duijn et al, 2014). Within the physical therapy profession, the majority of educational programs reported the use of computer-assisted learning (Baumgartner, 2012).…”

Section: Historical Perspectivementioning

confidence: 99%

“…Recent research shows student performance with the use of blended instruction compares equally to F2F instruction (Boucher et al, 2013, Van Duijn et al, 2014Copper & Higgens, 2015;Greenberger & Dispensa, 2015;McCutcheon et al, 2014). Inconsistencies in study design within the physical therapy literature prevent meta-analysis from determining specific protocols or numerical measures in student performance (Boucher et al, 2013;Adams, 2013;Van Duijn et al, 2014;Cooper & Higgens, 2015;Moore & Smith, 2012). In addition to non-uniform practices, faculty may oppose blended instruction.…”

Section: Blended Modelsmentioning

confidence: 99%

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What are best practices to teach “hands-on” skills in a blended environment?

Volansky

2020

JALT

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Section: Historical Perspectivementioning

confidence: 99%

Section: Blended Modelsmentioning

confidence: 99%

What are best practices to teach “hands-on” skills in a blended environment?

Volansky

2020

JALT

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“…With emerging technology, e-learning and other forms of computer-assisted learning have become a critical part of education in general and have been implemented for healthcare professions [1][2][3]. There is very limited research exploring the effectiveness of e-learning on the acquisition of psychomotor skills in health sciences, a key component in the field [4,5]. Major limitations of face-to-face learning include limited classroom space and an insufficiency of qualified instructors in settings where there are high demands for healthcare education [6].…”

Section: Introductionmentioning

confidence: 99%

The effect of an e-learning module on health sciences students’ venipuncture skill development

Lindenmaier

Brown

Ranieri

et al. 2018

CJRT

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Introduction: Venipuncture is a psychomotor skill required in many healthcare professions. E-learning could be used to overcome current barriers in face-to-face learning in healthcare education such as insufficient classroom space or qualified instructors. We sought to evaluate the effectiveness of an e-learning module on students' performance when used in addition to in-class training. Methods: Overall, 224 health sciences students were approached to participate in this pilot study. Recruited students were divided into control and study groups. The control group received only in-class training, whereas the study group had access to the e-learning module in addition to in-class learning. Both groups were evaluated on their self-confidence using a Likert scale, academic competence using a multiple-choice questionnaire, and psychomotor competence from video skill recordings using an in-house rubric. Nonparametric, independent sample Mann-Whitney tests were performed to evaluate differences between groups. Results: Overall, 114 students provided written informed consent; 84 students (control: n = 50, study: n = 34) participated in at least one component of the study. Significantly higher (p = 0.017) academic competence scores were observed in the study group. Significantly higher confidence levels were also observed postintervention for both the control (p = 0.0025) and study (p = 0.0011) groups; however, no significant differences were found between the study and control groups before (p = 0.441) or after (p = 0.883) intervention. Finally, no significant differences (p = 0.428) were observed for psychomotor skills between the study arms. Conclusion: Our results suggest that there is potential for e-learning to increase the academic competence of students when used in conjunction with traditional learning; however, further research is needed to determine its efficacy on psychomotor skills.

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“…The prevalence of long-term mechanical ventilation with BPD outside of the NICU is not well delineated, but some sources indicate that the need has steadily increased over the last two decades [1][2][3][4]. Cristea et al [5] reported nearly a four-fold rise between 1984 and 2010 (1.23 vs 4.77 per 100,000 live births, respectively). A likely cause of prolonged intensive care unit (ICU) stay following tracheotomy in ventilator dependent infants may be related to the difficulty in transitioning from ICU ventilators to subacute/homecare ventilators.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Untitled

2018

CJRT

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The Canadian Society of Respiratory Therapists provides national leadership through advocacy, service and unity to respiratory therapists in Canada. Established in 1964 as the Canadian Society of Inhalation Therapy Technicians, the CSRT is the national professional association that represents over 4200 respiratory therapists across Canada and promotes exemplary standards of practice, conduct and performance in the provision of respiratory care. The CSRT is also the credentialing body for RTs who practice in non-regulated jurisdictions and administers the accreditation process for respiratory therapy education programs. For more information, please visit: www.csrt.com

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Student Learning of Cervical Psychomotor Skills Via Online Video Instruction Versus Traditional Face-to-Face Instruction

Cited by 42 publications

References 14 publications

What are best practices to teach “hands-on” skills in a blended environment?

What are best practices to teach “hands-on” skills in a blended environment?

The effect of an e-learning module on health sciences students’ venipuncture skill development

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