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Impact of the video tool on the acquisition of clinical skills in Osteopathy. Preliminary study on 3 rd year osteopathic students

Authors:
  • Institut d'Ostéopathie de Rennes-Bretagne
  • Institut d'Ostéopathie de Rennes - Bretagne (IO-RB)

Abstract

The contribution of new pedagogical tools, like video podcasting, has recently been considered as relevant support in clinical learning. In this way, analysis of filmed consultations can be a new approach to initiate clinical reasoning in addition to clinic observation hours. The aim of this preliminary study was to develop a methodology to analyse filmed consultations and to evaluate the impact of this teaching tool on clinical skill acquisitions.
6th “Open Forum for Osteopathic Education” conference - Teaching Osteopathic Diagnostics
Impact of the video tool on the acquisition of clinical skills in Osteopathy.
Preliminary study on 3rd year osteopathic students.
Authors : H. Mhadhbi, M. Ménard, A. Deleau & M. Bourgin
Affiliation: Institut d’Ostéopathie de Rennes, Rue Blaise Pascal, 35170 Bruz, France
ABSTRACT
The contribution of new pedagogical tools, like video podcasting, has recently been considered as
relevant support in clinical learning. In this way, analysis of filmed consultations can be a new approach
to initiate clinical reasoning in addition to clinic observation hours. The aim of this preliminary study
was to develop a methodology to analyse filmed consultations and to evaluate the impact of this
teaching tool on clinical skill acquisitions.
Seven consultations were recorded analysing the practices of volunteer students. Seven practitioners
have participated in these lessons (4 hours per lesson) within the same methodology (28 hours).
Different acquisition steps were proposed to facilitate the analysis of filmed consultations: 1-Video
viewing and note-taking, 2-Transcript, 3-Comparison with the transcription, 4-Analysis and Discussion
around three essentials skills (relational situation, red/orange flags, choice of techniques). A 10-item
Likert-type survey was proposed to students at the beginning, in the middle and at the end of this new
learning program.
At the middle of the program, results of the average score regarding the consultation traceability rose
from 1.5 to 2.5 (p < 0.01). However, there was no significant difference between the average scores
relating to the appropriate choice of technique (p > 0.05). The results will be updated at the end of the
program and will be presented in October at the congress.
Using video technology associated with a strong methodology of analysis is important to provide
consultations feedback to students and could optimize the acquisition of clinical skills essential for the
osteopathic diagnostics.
Article
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 s-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 and 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.
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