Abstract
Practical learning in physiotherapy education became challenging during the pandemic. Socio-sanitary constraints limited hands-on scenarios and instructors’ opportunities to provide timely feedback to their students. Asynchronous remote training through a feedback-oriented platform is an alternative with potential benefits beyond emergency distance learning. This preliminary quantitative study analyzes the results of the implementation of an asynchronous remote strategy for teaching manual techniques to Physiotherapy undergraduate students. Sixty-one students reviewed a procedure video, recorded their execution of the procedure, and uploaded it to an online platform. An instructor assessed the video through an observation scale, providing students with different feedback inputs. Students repeated the process if they did not meet the cut-off score. In the development of two procedural skills, the results showed that students with lower performance received more feedback, especially in the form of “common mistakes videos”. Finally, instructors showed significant differences in the number of feedback inputs assigned to students with the same performance. This strategy allowed students to train in practical skills remotely, receiving feedback in a specific and unique way. While feedback in different formats was valued, we believe that further research is needed on feedback content and its impact on learning beyond just quantity and format.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
IESALC, UNESCO: COVID-19 and higher education: from the immediate effects to the day after (2020)
Bao, W.: COVID -19 and online teaching in higher education: a case study of Peking University. Hum. Behav. Emerg. Technol. 2(2), 113–115 (2020)
Enujioke, S.C., McBrayer, K., Soe, K.C., Imburgia, T.M., Robbins, C.: Impact of COVID-19 on post graduate medical education and training. BMC Med. Educ. 21(1), 1–6 (2021)
World Physiotherapy: physiotherapist education framework. World Physiotherapy, London, UK (2021)
da Silva, J.B., Abreu, R.: Physical therapy postgraduate education during COVID-19 pandemic: a Brazilian perspective. Eur. J. Physiotherapy 24(3), 191–194 (2021)
Magowan, S., Stewart, M.: A mixed methods study to evaluate physiotherapy student preferences in digital teaching for achieving effective learning of practical skills. Physiotherapy 114(1), 73–74 (2021)
MacDonald, C.W., Lonnemann, E., Petersen, S.M., Rivett, D.A., Osmotherly, P.G., Brismée, J.M.: COVID 19 and manual therapy: international lessons and perspectives on current and future clinical practice and education. J. Man. Manip. Ther. 28(3), 134–145 (2020)
Mercado, E., Morales, J., Lugo, G., Quintos, A., Esperón, R.: Telesimulación: una estrategia para desarrollar habilidades clínicas en estudiantes de medicina. Investigación en Educación Médica 10(40), 19–28 (2021)
Chao, T., et al.: Creation of an interactive virtual surgical rotation for undergraduate medical education during the COVID-19 pandemic. J. Surg. Educ. 78(1), 346–350 (2021)
Ranji, K., Phadke, D., Tilak, P.: Perception of e-learning among physiotherapy students. Int. J. Sci. Healthc. Res. 7(1), 12–16 (2022)
Ray, J., et al.: Virtual telesimulation for medical students during the COVID-19 pandemic. Acad. Med. 96(10), 1431–1435 (2021)
Vera, M., et al.: Implementation of distance-based simulation training programs for healthcare professionals: breaking barriers during COVID-19 pandemic. Simul. Healthc. 16(6), 401–406 (2021)
Quezada, J., et al.: Minimally invasive tele-mentoring opportunity-the mito project. Surg. Endosc. 34(6), 2585–2592 (2020). https://doi.org/10.1007/s00464-019-07024-1
Reguant, M., Torrado, M.: El mètode Delphi. REIRE Revista d’Innovació i Recerca en Educació 9(1), 87–102 (2016)
De Champlain, A.F.: Standard setting methods in medical education. Underst. Med. Educ. 347–359 (2018)
Carless, D., Winstone, N.: Teacher feedback literacy and its interplay with student feedback literacy. Teach. High. Educ. 1–14 (2020)
Hennessy, C., Forrester, G.: Developing a framework for effective audio feedback: a case study. Assess. Eval. High. Educ. 39(7), 777–789 (2014)
Boud, D., Dawson, P.: What feedback literate teachers do: an empirically-derived competency framework. Assess. Eval. High. Educ. 1–14 (2021)
Dawson, P., et al.: Technology and feedback design. In: Spector, M., Lockee, B., Childress, M. (eds.) Learning, Design, and Technology, pp. 1–45. Springer, Cham. (2018). https://doi.org/10.1007/978-3-319-17727-4_124-1
Henderson, M., Ajjawi, R., Boud, D., Molloy, E.: Identifying feedback that has impact. In: Henderson, M., Ajjawi, R., Boud, D., Molloy, E. (eds.) The Impact of Feedback in Higher Education, pp. 15–34. Springer, Cham (2019). https://doi.org/10.1007/978-3-030-25112-3_2
Henderson, H., et al.: Conditions that enable effective feedback. High. Educ. Res. Dev. 38(7), 1401–1416 (2019)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Villagrán, I. et al. (2022). What Kind and How Many?: Exploring Feedback in Remote Training of Procedural Skills in Physiotherapy. In: Hilliger, I., Muñoz-Merino, P.J., De Laet, T., Ortega-Arranz, A., Farrell, T. (eds) Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption. EC-TEL 2022. Lecture Notes in Computer Science, vol 13450. Springer, Cham. https://doi.org/10.1007/978-3-031-16290-9_60
Download citation
DOI: https://doi.org/10.1007/978-3-031-16290-9_60
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-16289-3
Online ISBN: 978-3-031-16290-9
eBook Packages: Computer ScienceComputer Science (R0)