Outcomes and perceptions of annotated video feedback following psychomotor skill laboratories
Abstract
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.
Lay Description
What is already known about this topic:
- Moore and Filling (2012) found that the course instructors they studied indicated that video feedback allowed them to say more and to be more specific in their comments than written feedback alone.
- Cantillon and Sargeant (2008) found effective feedback to be: sharing information with learners in an effort to narrow the gap between observed and desired performance, a routine part of clinical practice, specific in nature, provided at the time of an event or shortly thereafter, and to be conversational where the learner is able to add to his/her observations and experiences to the discussion.
What this paper adds:
- This study investigated effectiveness of using annotated video technology to provide feedback to first semester occupational therapy students as they learned the psychomotor skills of range of motion, manual muscle testing and transferring clients between surfaces.
- Significant differences were found between video/audio annotated feedback and traditional feedback with regards to teaching clinical positioning patients receiving occupational therapy.
Implications for practice and/or policy:
- Annotated video feedback appears to significantly improve student learning when video content and feedback matches the skill to be assessed.
- Annotated feedback can potentially augment patient education through a direct audio and video representation that can facilitate follow through of skills learned in therapy sessions.
