Using Student Generated Video to Enhance Feedback, Instruction and Assessment of Psychomotor Skill: A

Preliminary Report

Angela Mickle, PhD, ATC

Director, Athletic Training Education ProgramRadford 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 skill2. Take iPads back to tables and evaluate the video with the skill rubric3. Assign a score for each person4. Switch iPads with another group5. Grade skills again6. 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

elbow2) Place the other hand at the distal

forearm3) 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 computer2) Under “iTunes” click preferences3) Hit devices4) 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 correctB)The patient position is incorrect, the leg the

should be extendedC)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 motionB)The right hand is the stabilizing handC)The right hand is too low on the tibiaD)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!