Outcomes and perceptions of annotated video feedback following psychomotor skill laboratories.
This study sought to explore the effectiveness of annotated video technology for providing feedback to occupational therapy students learning transfers, range of motion and manual muscle testing. Fifty-seven first-year occupational therapy students were split into two groups. One received annotated...
| Publicado en: | Journal of Computer Assisted Learning Vol. 33; no. 2; pp. 97 - 106 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=121570541&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 121570541 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2017 vid: 33 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 121570541 121570541 121570541 10.1111/jcal.12167 121570541 ppf: 97 ppct: 9 formats: tig: atl: Outcomes and perceptions of annotated video feedback following psychomotor skill laboratories. aug: au: Truskowski, S. VanderMolen, J. affil: Occupational Therapy Department, Grand Valley State University, Grand Rapids MI, USA sug: subj: Communications Media Feedback Laboratories Musculoskeletal System Physiology Perception Clinical Competence Learning Students, Medical Videorecording Human Range of Motion Educational Technology Surveys Summated Rating Scaling T-Tests ab: This study sought to explore the effectiveness of annotated video technology for providing feedback to occupational therapy students learning transfers, range of motion and manual muscle testing. Fifty-seven first-year occupational therapy students were split into two groups. One received annotated video feedback during a transfer lab and traditional feedback during an upper extremity assessment lab. The second group received the opposite forms of feedback during the same labs. Students completed an online survey regarding their perceptions of learning based on the type of feedback received, including both numerical and open-ended questions. Students receiving annotated feedback scored significantly higher on the transfer practical. There was no statistically significant difference in the outcomes of the upper extremity practical. Annotated video feedback appears to significantly improve student learning when video content and feedback matches the skill to be assessed. Despite these findings, students have mixed perceptions of this form of feedback. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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