Seals R, Gustowski SM, Kominski C, Li F. Does Replacing Live Demonstration With Instructional Videos Improve Student Satisfaction and Osteopathic Manipulative Treatment Examination Performance?. J Am Osteopath Assoc 2016;116(11):726–734. doi: 10.7556/jaoa.2016.143.
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Context: Instructional videos for osteopathic manipulative treatment (OMT) are a potentially valuable resource for novice learners.
Objective: To evaluate student experiences and the effectiveness of instructional videos in lieu of live faculty demonstration in a second-year osteopathic manipulative medicine course.
Methods: Faculty created and produced written instructions and videos for selected Still and facilitated positional release techniques. These materials incorporated curricular design principles and psychomotor skills development strategies. During a second-year OMT skills laboratory session, students used the videos as the primary source for technique demonstration and instruction. Table trainers monitored and assisted students per their request or if errors were observed. Students completed surveys regarding their previous experiences in the OMT skills laboratory sessions (presession survey) and the video-based instructional one (postsession survey). One month after the survey, students were also asked to complete a postexamination survey. Student scores on the skills competency examination were compared with scores from the previous year.
Results: Of the 230 students, 162 (70%), 135 (59%), and 86 (37%) responded to the presession, postsession, and postexamination surveys, respectively. The majority of students indicated that the OMT videos helped them feel more prepared (98%) and more confident for their examination (78%), were a valuable addition to learning (97%), and would help increase confidence in using osteopathic manipulative medicine on patients (84%). Two-thirds of students indicated that the videos were superior to faculty demonstration from the stage. Compared with students from the previous year, no statistically significant improvement was noted on the total clinical competency examination scores.
Conclusion: The faculty-created videos for teaching OMT techniques did not improve scores on the clinical competency examination but had subjective benefits as part of the OMT laboratory sessions. Instructional videos can serve as an alternative to live demonstration to allow more time in the laboratory for assessment and feedback.
This Medical Education section represents a new collaboration between the JAOA and the American Association of Colleges of Osteopathic Medicine (AACOM) to recruit, peer review, edit, and distribute articles through the JAOA on osteopathic medical education research and other scholarly issues related to medical education.
Keywords: facilitated positional release, osteopathic manipulative treatment, osteopathic medical education, Still technique
a If the hand or hands are not sufficient, the arm or arms may be substituted.
b Compression will loosen the surrounding tissues, whereas traction will create space in the joint to move it. Compression and traction are equally effective; the choice to use one or the other is based on physician preference and patient tolerance.
a Not all students in the class could be included because of slight variations in examinations between years.
Thus, n reflects the number of students who performed the same technique to the same region between class years.
Scores ≥2 were considered satisfactory; scores <2 were considered unsatisfactory.
b Statistically significant (P<.001).
c Statistically significant (P=.024).
Abbreviation: FPR, facilitated positional release.
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