Acceptability of a blended learning model that improves student readiness for practical skill learning: A mixed-methods study

Authors

  • Jamie Gaida Canberra University University of Canberra Research Institute for Sport and Exercise (UCRISE) Monash University
  • Chris Seville Monash University
  • Liana Cope Monash University Beleura Health Solutions
  • Narelle Dalwood Monash University
  • Prue Morgan Monash University
  • Stephen Maloney Monash University

DOI:

https://doi.org/10.11157/fohpe.v17i1.116

Keywords:

eLearning, physical therapy, adult learning, practical class, flipped classroom

Abstract

Background: The most effective method for teaching practical skills to healthcare professional students is unclear. Traditional teaching models perpetuate a passive learning pedagogy, whilst variation between tutors reduces target clarity. The flipped classroom model provides opportunities for enhancing student engagement. In a flipped classroom, skill explanation and demonstration is delivered online prior to a face-to-face session. The ideal model should generate an incentive for engagement while avoiding content overload. The aim of this study was to evaluate a flipped classroom teaching method that created an imperative for learner engagement among third-year physiotherapy students.

Methods: The new teaching method required students to view high production-quality preparatory material and complete unsupervised peer practice as prerequisites for receiving tutor feedback. Two skills classes were taught with the new method. Evaluation data was collected using an anonymous online survey, and responses were analysed to identify key themes. Year-on-year delivery costs were modelled by manipulating key variables, such as class size and video update schedule.

Results: The survey was delivered to 72 students: 75% responded after the first class, 32% after the second class. Respondents identified improved readiness for and receptiveness to feedback, and increased control over their learning. Emergent themes included a power shift towards the student, enhanced skill development and improved efficiency. Using parameters relevant for our department, video production costs were recouped after 3 years. 

References

Cannon, G., Kelly, M., Lyng, C., & McGrath, M. (2009). The production and deployment of an on-line video learning bank in a skills training environment. The All Ireland Journal of Teaching and Learning in Higher Education, 1(1).

Clark, D. (2002). Psychological myths in e-learning. Medical Teacher, 24(6), 598–604.

Coffee, J., & Hillier, S. (2008). Teaching pre-cursor clinical skills using an online audio-visual tool: An evaluation using student responses. Journal of Online Learning and Teaching, 4(4), 469–476.

Cook, D. A. (2009). The failure of e-learning research to inform educational practice, and what we can do about it. Medical Teacher, 31(2), 158–162.

Cook, D. A., Levinson, A. J., Garside, S., Dupras, D. M., Erwin, P. J., & Montori, V. M. (2008). Internet-based learning in the health professions: A meta-analysis. JAMA, 300(10), 1181–1196.

Cosman, P. H. T. (2013). Learning practical skills. In S. Loftus, T. Gerzina, J. Higgs, M. Smith, & E. Duffy (Eds.), Educating health professionals: Becoming a university teacher (pp. 255–268). Rotterdam, The Netherlands: Sense.

Faraone, K. L., Garrett, P. H., & Romberg, E. (2013). A blended learning approach to teaching pre-clinical complete denture prosthodontics. European Journal of Dental Education, 17(1), e22–27.

Feil, P. H., & Reed, T. (1988). The effect of knowledge of the desired outcome on dental motor performance. Journal of Dental Education, 52(4), 198–201.

Ford, G. S., Mazzone, M. A., & Taylor, K. (2005). Effect of computer-assisted instruction versus traditional modes of instruction on student learning of musculoskeletal special tests. Journal of Physical Therapy Education, 19(2), 22–30.

Goorah, S., & Bahadur, G. K. (2012). Designing and implementing a local educational video for clinical skills teaching in medical education using easily available resources and software. University of Mauritius Research Journal, 18B, 1–13.

Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), 820–831.

Kelly, M., Lyng, C., McGrath, M., & Cannon, G. (2009). A multi-method study to determine the effectiveness of, and student attitudes to, online instructional videos for teaching clinical nursing skills. Nurse Education Today, 29(3), 292–300.

Liamputtong, P. (2013). Quantitative research methods (4th ed.). Melbourne, Australia: Oxford University Press.

Michael, J. (2006). Where's the evidence that active learning works? Advances in Physiology Education, 30(4), 159–167.

Mir, M. A., Marshall, R. J., Evans, R. W., Hall, R., & Duthie, H. L. (1984). Comparison between videotape and personal teaching as methods of communicating clinical skills to medical students. British Medical Journal (Clinical Research Edition), 289(6436), 31–34.

Misch, D. A. (2002). Andragogy and medical education: Are medical students internally motivated to learn? Advances in Health Sciences Education Theory and Practice, 7(2), 153–160.

Moore, W. A., & Smith, A. R. (2012). Effects of video podcasting on psychomotor and cognitive performance, attitudes and study behaviour of student physical therapists. Innovations in Education and Teaching International, 49(4), 401–414.

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.

Norman, G. R. (1999). The adult learner: A mythical species. Academic Medicine, 74(8), 886–889.

Osborn, R. W., & Tentinger, L. (2003). Brief report: Tips from the field. Video clips as an adjunct teaching tool in a musculoskeletal physical therapy course. Journal of Physical Therapy Education, 17(2), 71–74.

Prober, C. G., & Heath, C. (2012). Lecture halls without lectures: A proposal for medical education. New England Journal of Medicine, 366(18), 1657–1659.

Robbins, N. B., & Heiberger, R. M. (2011). Plotting Likert and other rating scales. In American Statistical Association (ed.), JSM Proceedings, Section on Survey Research Methods (pp. 1058–1066). Alexandria, VA: Author.

Roh, K. H., & Park, H. A. (2010). A meta-analysis on the effectiveness of computer- based education in nursing. Healthcare Informatics Research, 16(3), 149–157.

Rosen, M. A., Salas, E., Pavlas, D., Jensen, R., Fu, D., & Lampton, D. (2010). Demonstration-based training: A review of instructional features. Human Factors, 52(5), 596–609.

Rowe, M., Frantz, J., & Bozalek, V. (2013). Beyond knowledge and skills: The use of a Delphi study to develop a technology-mediated teaching strategy. BMC Medical Education, 13, 51.

Simpson, B. P. (2003). Web-based and computer-assisted instruction in physical therapist education. Journal of Physical Therapy Education, 17(2), 45–49.

Smith, A. R., Jr., Jones, J., Cavanaugh, C., Venn, J., & Wilson, W. (2006). Effect of interactive multimedia on basic clinical psychomotor skill performance by physical therapist students. Journal of Physical Therapy Education, 20(2), 61–67.

Sole, G., Schneiders, A., Hébert-Losier, K., & Perry, M. (2013). Perceptions by physiotherapy students and faculty staff of a multimedia learning resource for musculoskeletal practical skills teaching. New Zealand Journal of Physiotherapy, 41(2), 58–64.

Veneri, D. (2011). The role and effectiveness of computer-assisted learning in physical therapy education: A systematic review. Physiotherapy Theory and Practice, 27(4), 287–298.

Weeks, D. L., & Anderson, L. P. (2000). The interaction of observational learning with overt practice: Effects on motor skill learning. Acta Psychologica, 104(2), 259–271.

Wulf, G. (2007). Self-controlled practice enhances motor learning: Implications for physiotherapy. Physiotherapy, 93(2), 96–101.

Wulf, G., Shea, C., & Lewthwaite, R. (2010). Motor skill learning and performance: A review of influential factors. Medical Education, 44(1), 75–84.

Downloads

Published

2016-04-12

How to Cite

Gaida, J., Seville, C., Cope, L., Dalwood, N., Morgan, P., & Maloney, S. (2016). Acceptability of a blended learning model that improves student readiness for practical skill learning: A mixed-methods study. Focus on Health Professional Education: A Multi-Professional Journal, 17(1), 3–17. https://doi.org/10.11157/fohpe.v17i1.116

Issue

Section

Articles