Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.822448
Title: Student physical therapists' performance and perceptions of learning management system embedded multimedia instruction for psychomotor skill development
Author: Ivey, Christopher
Awarding Body: University of Liverpool
Current Institution: University of Liverpool
Date of Award: 2020
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Abstract:
This research examined the effectiveness of a learning management system (LMS) embedded instructional multimedia on musculoskeletal manual therapy psychomotor learning in physical therapy students. The traditional educational strategy for providing instruction for these psychomotor skills is live demonstration followed by student practice, which requires significant face-to-face class time. By contrast, the framework of this study used Elaboration Theory, which sequences key learning concepts hierarchically from simple to complex. In this study, half of the live demonstration manual therapy skills were replaced by LMS-embedded multimedia instruction. The skill demonstration was the simple component of the sequence increasing available classroom time for complex lessons. After obtaining ethical approval from the University of St. Augustine for Health Sciences (USAHS) and the University of Liverpool, the study was conducted using a census sample. Two groups of students in the USAHS Doctor of Physical Therapy program were asked to participate in a fifteen-week study. Cohort one had 54 students, and cohort two had 59 students that agreed to participate. A mixed-methods sequential explanatory design was utilized. Two practical examinations given during the course measured student performance on psychomotor skills acquisition and compared the live demonstration and the LMS-embedded multimedia instruction. Two cohorts allowed for a balanced cross-over design for the practical examination comparison. At the end of the course, a questionnaire was administered, which was followed by a focus group discussion to assess the perceived student experience. The mean scores on the practical examination were compared using a one-way repeated measures ANOVA. The results for the upper extremity manual therapy skills comparison demonstrate that the live demonstration instruction examination scores were slightly higher than the LMS-embedded multimedia instruction. While the differences were statistically significant, the partial eta squared value is small. The results of the lower extremity manual therapy skills comparison demonstrate that the live demonstration examination scores were slightly lower than the LMS-embedded multimedia instruction. However, the difference between these means is not statistically significant. These findings reveal similar outcomes for both instructional strategies on psychomotor examination tests. The questionnaire showed that most of the students found the LMS-embedded multimedia instruction useful for review of skills and that it facilitated learning. The focus group discussions highlighted that the videos standardized expectations and made a review and practical examination preparation easier. The group further noted the importance of maintaining the allocated classroom time for practice and instructor feedback for these skills. The findings of this study provide support for the use of educational technology in the application of Elaboration Theory to facilitate a student-centered classroom and provide time to train doctoral students in higher-order thinking such as the utilization of these psychomotor skills through case scenarios and problem-based learning.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.822448  DOI:
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