Investigating the Efficacy of Practical Skill Teaching: A Pilot-Study Comparing Three Educational Methods

Autor/inn/en	Maloney, Stephen; Storr, Michael; Paynter, Sophie; Morgan, Prue; Ilic, Dragan
Titel	Investigating the Efficacy of Practical Skill Teaching: A Pilot-Study Comparing Three Educational Methods
Quelle	In: Advances in Health Sciences Education, 18 (2013) 1, S.71-80 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-012-9355-2
Schlagwörter	Skill Development; Instructional Effectiveness; Instructional Innovation; Conventional Instruction; Teaching Methods; Allied Health Occupations Education; Undergraduate Students; Satisfaction; Student Attitudes; Pilot Projects; Comparative Analysis; Video Technology; Technology Uses in Education; Questionnaires + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Zufriedenheit; Schülerverhalten; Pilot project; Modellversuch; Pilotprojekt; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fragebogen
Abstract	Effective education of practical skills can alter clinician behaviour, positively influence patient outcomes, and reduce the risk of patient harm. This study compares the efficacy of two innovative practical skill teaching methods, against a traditional teaching method. Year three pre-clinical physiotherapy students consented to participate in a randomised controlled trial, with concealed allocation and blinded participants and outcome assessment. Each of the three randomly allocated groups were exposed to a different practical skills teaching method (traditional, pre-recorded video tutorial or student self-video) for two specific practical skills during the semester. Clinical performance was assessed using an objective structured clinical examination (OSCE). The students were also administered a questionnaire to gain the participants level of satisfaction with the teaching method, and their perceptions of the teaching methods educational value. There were no significant differences in clinical performance between the three practical skill teaching methods as measured in the OSCE, or for student ratings of satisfaction. A significant difference existed between the methods for the student ratings of perceived educational value, with the teaching approaches of pre-recorded video tutorial and student self-video being rated higher than "traditional" live tutoring. Alternative teaching methods to traditional live tutoring can produce equivalent learning outcomes when applied to the practical skill development of undergraduate health professional students. The use of alternative practical skill teaching methods may allow for greater flexibility for both staff and infrastructure resource allocation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10