将传统的物理治疗手法技能教学转变为基于视频的学习。
Transforming traditional physiotherapy hands-on skills teaching into video-based learning.
机构信息
School of Health Professions, Division of Physiotherapy, Bern University of Applied Sciences, Murtenstrasse 10, Bern, 3008, Switzerland.
Department of Anesthesiology and Pain Management, Sinai Health System, University of Toronto, Toronto, Canada.
出版信息
BMC Med Educ. 2023 Sep 1;23(1):624. doi: 10.1186/s12909-023-04556-y.
BACKGROUND
Pandemic-induced restrictions forced curriculum transformation from on-site education to virtual learning options. This report describes this transition, the challenge of creating technology-enhanced learning for hands-on psychomotor skills teaching in physiotherapy, and students' evaluations of the new technology-enhanced learning approach in Complex Decongestive Physiotherapy.
METHODS
On-site theoretical background lectures were replaced with e-learning sessions. Faculty hands-on skills demonstrations for the entire class were replaced with video-recorded demonstrations. Videos included verbal and written instructions and were complemented with checklists guiding the students, training in pairs, through their learning tasks. A cross-sectional observational survey for teaching quality evaluated this new technology-enhanced learning approach and assessed students' preference for traditional or video-based hands-on skills learning.
RESULTS
Survey return rate was > 50% (46 participating students). Teaching quality was rated between 1.5 ± 0.5 and 1.8 ± 0.4 (Likert scale from - 2 to + 2). Most students (66.7%) preferred the new approach. They appreciated for example that videos were available all the time, enabling self-paced learning, providing an equally good view on skills demonstrations, and the convenience to be able to rewind, re-view, and use speed adjustment options.
CONCLUSIONS
Students preferred the new video-based learning of skills for Complex Decongestive Physiotherapy. Because in-class live skills demonstrations were omitted, faculty had more time to provide individual feedback and answer questions. The shift from teacher- to student-centered learning enabled students to control their own learning pace. The innovative program was maintained after pandemic-induced restrictions were lifted. The success of this approach should be tested in other physiotherapy settings and different educational institutions.
背景
大流行引发的限制迫使课程从现场教育转变为虚拟学习选择。本报告描述了这种转变，以及在物理治疗中创建增强技术的学习以进行动手心理运动技能教学的挑战，以及学生对复杂减压物理治疗新技术增强学习方法的评价。
方法
现场理论背景讲座被电子学习课程取代。为整个班级进行的教师动手技能示范被视频录制的示范所取代。视频包括口头和书面说明，并辅以检查表，指导学生通过学习任务进行双人培训。一项针对教学质量的横断面观察调查评估了这种新的技术增强学习方法，并评估了学生对传统或基于视频的动手技能学习的偏好。
结果
调查回复率超过 50%（46 名参与学生）。教学质量评分为 1.5±0.5 至 1.8±0.4（Likert 量表从-2 到+2）。大多数学生（66.7%）更喜欢新方法。他们赞赏例如，视频随时可用，允许自主学习，提供对技能演示的同等良好视图，并且方便能够倒带、重新观看和使用速度调整选项。
结论
学生更喜欢新的基于视频的复杂减压物理治疗技能学习。由于取消了课堂现场技能示范，教师有更多时间提供个别反馈和回答问题。从以教师为中心到以学生为中心的学习转变使学生能够控制自己的学习节奏。在大流行限制解除后，该创新计划得以维持。应在其他物理治疗环境和不同教育机构中测试这种方法的成功。
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