Advertisement

Impact of different types of revision materials on the learning of musculoskeletal techniques

Published:August 27, 2020DOI:https://doi.org/10.1016/j.ijosm.2020.08.003

      Abstract

      Background

      This study aimed to measure the impact of different revision materials developed for osteopathy students, by studying their results, their perceptions and their behaviour when revising for exams.

      Methods

      A cohort of 68 second-year osteopathic students was allocated to three groups (pseudo-randomisation), each group being separately taught the same practical course, but provided with different types of revision materials (video, digital data sheet or no material). They were then assessed by an external examiner. Outcome measures were grades, time spent revising on the platform and student material perceptions collected via a practical assessment, by monitoring student visits on an education platform (Tactiléo®) and a questionnaire.

      Results

      The results showed that the mean exam grades for the Video group were 14% higher than those of the No Materials group (p = 0.04, d = 0.94) and 29% higher than the Digital Data Sheet group (p < 0.01, d = 1.36). In addition, an interesting result was that students from the Video group spent more time using the revision materials (+29%), consulted them more often (+25%) and repeated their techniques more often than students in the Digital Data Sheet group (+14%).

      Conclusions

      The use of video revision material improved participants’ results while exerting a positive influence on their behaviour when revising but did not prevent surface learning. A structured teaching and learning approach will therefore need to be implemented if learners are to get all the benefits of video materials while being more engaged on a personal level.

      Keywords

      To read this article in full you will need to make a payment

      References

        • World Health Organization
        Benchmarks for training in osteopathy.
        World Health Organization, Geneve2010
        • Bowley P.
        • Holey L.
        Manual therapy education. Does e-learning have a place?.
        Man Ther. 2009; 14: 709-711
        • Browning S.
        An investigation into the current practices and educational theories that underpin the teaching of palpation in osteopathic education: a Delphi study.
        Int J Osteopath Med. 2014; 17: 5-11
        • Browning S.
        Teaching osteopathic students technique; using research to identify good teaching practice.
        Int J Osteopath Med. 2010; 13: 70-73
        • Harvey L.
        • Barras D.
        Transfert des compétences et construction d’un langage d’action en situation de compagnonnage professionnel en soins infirmiers.
        Rev Sci Éduc. 2008; 34: 665-687
        • Aubin A.
        • Gagnon K.
        • Morin C.
        The seven-step palpation method: a proposal to improve palpation skills.
        Int J Osteopath Med. 2014; 17: 66-72
        • Mhadhbi H.
        • Ménard M.
        • Deleau A.
        • Bourgin M.
        Impact of the video tool on the acquisition of clinical skills in Osteopathy. Preliminary study on 3rd year osteopathic students.
        Presented at the 6th open forum for osteopathic education conference - teaching osteopathic diagnostics. OsEAN, Lyon2018
        • Weeks B.K.
        • Horan S.A.
        A video-based learning activity is effective for preparing physiotherapy students for practical examinations.
        Physiotherapy. 2013; 99: 292-297
        • Tripodi N.
        First-year osteopathic students' use and perceptions of complementary video-based learning.
        Int J Osteopath Med. 2018; 30: 35-43
        • Salina L.
        • Ruffinengo C.
        • Garrino L.
        • Massariello P.
        • Charrier L.
        • Martin B.
        • et al.
        Effectiveness of an educational video as an instrument to refresh and reinforce the learning of a nursing technique: a randomized controlled trial.
        Perspect Med Educ. 2012; 1: 67-75
        • Thilakumara I.P.
        • Jayasinghe R.M.
        • Rasnayaka S.K.
        • Jayasinghe V.P.
        • Abeysundara S.
        Effectiveness of procedural video versus live demonstrations in teaching laboratory techniques to dental students.
        J Dent Educ. 2018; 82: 898-904
        • Leach J.
        Towards an osteopathic understanding of evidence.
        Int J Osteopath Med. 2008; 11: 3-6
        • Slade S.C.
        • Philip K.
        • Morris M.E.
        Frameworks for embedding a research culture in allied health practice: a rapid review.
        Health Res Pol Syst. 2018; 16: 29
        • Sundberg T.
        • Leach M.J.
        • Thomson O.P.
        • Austin P.
        • Fryer G.
        • Adams J.
        Attitudes, skills and use of evidence-based practice among UK osteopaths: a national cross-sectional survey.
        BMC Muscoskel Disord. 2018; 19: 439
        • Weber V.
        • Rajendran D.
        UK trained osteopaths' relationship to evidence based practice - an analysis of influencing factors.
        Int J Osteopath Med. 2018; 29: 15-25
        • Legifrance
        Décret n° 2014-1505 du 12 décembre 2014 relatif à la formation en ostéopathie.
        2018 ([online] [accessed 28/08/2020]. Available from:)
        • Shantikumar S.
        From lecture theatre to portable media: students' perceptions of an enhanced podcast for revision.
        Med Teach. 2009; 31: 535-538
        • Le Bellu S.
        • Lahlou S.
        • Nosulenko V.
        Capter et transférer le savoir incorporé dans un geste professionnel.
        Soc Sci Inf. 2010; 49: 371-413
        • Drummond D.
        • Arnaud C.
        • Thouvenin G.
        • Guedj R.
        • Grimprel E.
        • Duguet A.
        • et al.
        An innovative pedagogic course combining video and simulation to teach medical students about pediatric cardiopulmonary arrest: a prospective controlled study.
        Eur J Pediatr. 2016; 175: 767-774
        • Alam S.M.A.
        • Van Der Voort J.
        G355(P) Teaching bytes: results from the use of innovative teaching videos to enhance training for trainees and trainers across wales and beyond.
        Arch Dis Child. 2017; 102: A139-A140
        • Cheng Y.-T.
        • Liu D.R.
        • Wang V.J.
        Teaching splinting techniques using a just-in-time training instructional video.
        Pediatr Emerg Care. 2017; 33: 166-170
        • Wallace L.M.
        • Ma Y.
        • Qiu L.Q.
        • Dunn O.M.
        Educational videos for practitioners attending Baby Friendly Hospital Initiative workshops supporting breastfeeding positioning, attachment and hand expression skills: effects on knowledge and confidence.
        Nurse Educ Pract. 2018; 31: 7-13
        • Boulos M.N.K.
        • Maramba I.
        • Wheeler S.
        Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education.
        BMC Med Educ. 2006; 6: 41
        • Zhang D.
        • Zhou L.
        • Briggs R.O.
        • Nunamaker Jr., J.F.
        Instructional video in e-learning: assessing the impact of interactive video on learning effectiveness.
        Inf Manag. 2006; 43: 15-27
        • Gormley G.J.
        • Collins K.
        • Boohan M.
        • Bickle I.C.
        • Stevenson M.
        Is there a place for e-learning in clinical skills? A survey of undergraduate medical students' experiences and attitudes.
        Med Teach. 2009; 31: e6-e12
        • Sandars J.
        It appeared to be a good idea at the time but… A few steps closer to understanding how technology can enhance teaching and learning in medical education.
        Med Teach. 2011; 33: 265-267
        • Burguete E.
        • Scribans C.
        • Joyon M.
        • Brière F.
        • Emmanuelli G.
        • Pigot S.
        • Nourry J.
        Les vidéos filmées en cours améliorent-elles l’enseignement de l’ostéopathie ?.
        La Revue de l’Ostéopathie. 2019;
        • Pérez T.
        • Jolivet S.
        • Monod-Ansaldi R.
        • Sanchez E.
        L’utilisation des fonctionnalités des tablettes tactiles, pour la conception de situations d’apprentissage.
        in: George S. Molinari G. Cherkaoui C. et D.M. Oubahssi L. 7ème Conférence sur les Environnements Informatiques pour l'Apprentissage Humain (EIAH 2015). Agadir, Morocco. 2015: 426-428
        • Launay F.
        • Monnier C.
        • Colleu J.
        • Lopes J.
        • Richeux M.
        • Barnier F.
        • Bourgin M.
        Fichier technique musculo-squelettique IO Rennes.
        2015
        • Jamieson S.
        Likert scales: how to (ab) use them.
        Med Educ. 2004; 38: 1217-1218
        • Van Hecke A.
        • Duprez V.
        • Pype P.
        • Beeckman D.
        • Verhaeghe S.
        Criteria for describing and evaluating training interventions in healthcare professions – CRe-DEPTH.
        Nurse Educ Today. 2020; 84: 104254
        • Roberts D.H.
        • Newman L.R.
        • Schwartzstein R.M.
        Twelve tips for facilitating Millennials' learning.
        Med Teach. 2012; 34: 274-278
        • Ivanova A.
        • Smrikarov A.
        The new generations of students and the future of e-learning in higher education.
        Proc e-Learning. 2009; 9: 17-25
        • Bandura A.
        L’apprentissage social.
        1980 (P. Mardaga)
        • Schmidt R.A.
        • Debû B.
        Apprentissage moteur et performance.
        Vigot, Paris1993
        • Merian T.
        • Baumberger B.
        Le feedback vidéo en éducation physique scolaire.
        Staps. 2007; : 107-120
        • Silverman S.
        • Subramaniam P.R.
        Student attitude toward physical education and physical activity: a review of measurement issues and outcomes.
        J Teach Phys Educ. 1999; 19: 97-125
        • Guadagnoli M.
        • Holcomb W.
        • Davis M.
        The efficacy of video feedback for learning the golf swing.
        J Sports Sci. 2002; 20: 615-622
        • Mącznik A.K.
        • Ribeiro D.C.
        • Baxter G.D.
        Online technology use in physiotherapy teaching and learning: a systematic review of effectiveness and users' perceptions.
        BMC Med Educ. 2015; 15: 160
        • Wieling M.B.
        • Hofman W.H.A.
        The impact of online video lecture recordings and automated feedback on student performance.
        Comput Educ. 2010; 54: 992-998
        • Gillispie V.
        Using the flipped classroom to bridge the gap to generation Y.
        Ochsner J. 2016; 16: 32-36