Using Student Generated Video to Enhance Feedback, Instruction and Assessment of Psychomotor Skill: A Preliminary Report Angela Mickle, PhD, ATC Director, Athletic Training Education Program Radford University

Background Athletic Training –Allied Health Care Profession –Recognized by AMA –National certification (ATC) –Work: High schools, universities, clinics, hospitals, military, physicians offices etc. etc.

Back to Topic … Using student generated video… –Orthopedic Evaluation of the Extremities (Junior Level) –Therapeutic Modalities (Senior Level)

iPads Ease of use No converting video Long battery life Easy to see video on screen

Equipment Needed iPads Computer with iPhoto

Learning Objective 1: Develop a laboratory session that incorporates student generated video

Best Practices Groups of three / four 1 iPad per group! All students must “star” in a video Delineate tasks Students should narrate Students shouldn’t erase their “bloopers”

Lab progression Prior to lab: –Read skill sheet –Review skill video (iTunes U) In lab: –Questions about skill? –Highlighting/ reinforcing key points –Instructor demonstration of the skill

Possible Tasks Film a task – assigned to individual Film a task – all members of the group Take a picture

Example Lab task

Example 2: Group and Individual

Task: A/P/RROM Elbow Flexion

Example 3: Pictures For EACH you will take 2 pictures: The screen of the machine after it is set A broad picture of the set up of the patient

This is so Awesome…

What I’ve found …. Music to my ears! –“We’re just practicing it before we film” –“Wait, that’s not right lets do it again” They spend longer in class... –Plan lessons accordingly

Learning Objective 2: Identify methods for providing students with skill feedback

Methods I’ve used Immediate feedback with iPad in lab In class video “bloopers” and “best practices” Group feedback Student peer evaluation with skill rubrics Individual student help sessions

In Class Feedback Obtain student permission to use their videos for instruction Include both “bloopers” and “best practices” Active questioning: –Watch this and tell me if anything could be improved.

Peer Evaluation with skill rubric 1. Have them film the skill 2. Take iPads back to tables and evaluate the video with the skill rubric 3. Assign a score for each person 4. Switch iPads with another group 5. Grade skills again 6. Come together and compare scores

Peer Evaluation with skill rubric Example for Elbow Passive range of motion (score yes or no) 1)Place one hand at the posterior elbow 2)Place the other hand at the distal forearm 3)Apply overpressure to the elbow

Group Feedback Evaluating after class Used to point out concept errors

Learning Objective 3: Develop strategies for using video to evaluate instructional content

Sometimes there is a disconnect …. Example skills content: –Instruct your patient to tell you if they feel two objects or one –Begin with the two sticks approximately 1 inch apart and ask the patient what they feel –Slowly move the sticks together until the patient feels one point

Learning Objective 4: Identify simple and quick methods for storing and using video

Storing Video 1 First time: 1)Open iTunes on your computer 2)Under “iTunes” click preferences 3)Hit devices 4)Make sure “prevent iPods, iPhones and iPads from syncing automatically” is checked.

Storing Video 2 Plug in iPad iPhoto should start, if not start it on your machine Create an album in iPhoto about the topic you have filmed Highlight and drag all photos into the album (they will also be created in the library)

Storing Video 3 You will be asked if you want to delete the photos on the iPad after import … click yes. Eject the iPad Total time per iPad: approximately 3 minutes.

Learning Objective 5: Identify uses for the video in class discussion, written tests, and practical exams

Practical Exams Takes away the “I don’t know what you are looking for exactly” Allows students to practice evaluating themselves while performing a real world skill

Written exams Taking still pictures of video Use application questions

This AT is testing knee extension. Which of the following is true? A)The patient position is correct B)The patient position is incorrect, the leg the should be extended C)The patient position is incorrect, the person should be sitting all the way back on the table

This AT is testing knee extension. Which of the following is true? Mark all that apply A)The right hand is the one resisting motion B)The right hand is the stabilizing hand C)The right hand is too low on the tibia D)The right hand placement is correct

The bottom line … Provides feedback Keeps students on task in lab Student are more engaged in: –Skill practice –Peer learning Students are having fun!