Remote, asynchronous training and feedback enables development of neurodynamic skills in physiotherapy students
I Villagrán, F Rammsy, J Del Valle… - BMC Medical …, 2023 - Springer
I Villagrán, F Rammsy, J Del Valle, S Gregorio de las Heras, L Pozo, P García, G Torres…
BMC Medical Education, 2023•SpringerBackground 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 …
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 …
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.
Springer
以上显示的是最相近的搜索结果。 查看全部搜索结果