angela mickle , phd, atc director, athletic training education program radford university
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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 - PowerPoint PPT PresentationTRANSCRIPT
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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
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Background
• Athletic Training– Allied Health Care Profession – Recognized by AMA– National certification (ATC)– Work: High schools, universities, clinics,
hospitals, military, physicians offices etc. etc.
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Back to Topic …
• Using student generated video…– Orthopedic Evaluation of the Extremities
(Junior Level)– Therapeutic Modalities (Senior Level)
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iPads
• Ease of use• No converting video• Long battery life• Easy to see video on screen
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Equipment Needed
• iPads• Computer with iPhoto
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Learning Objective 1:
Develop a laboratory session that incorporates student generated
video
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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”
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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
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Possible Tasks
• Film a task – assigned to individual• Film a task – all members of the group• Take a picture
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Example Lab task
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Example 2: Group and Individual
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Task: A/P/RROM Elbow Flexion
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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
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This is so Awesome…
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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
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Learning Objective 2:
Identify methods for providing students with skill feedback
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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
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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.
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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
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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
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Group Feedback
• Evaluating after class• Used to point out concept errors
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Learning Objective 3:
Develop strategies for using video to evaluate instructional content
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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
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Learning Objective 4:
Identify simple and quick methods for storing and using video
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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.
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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)
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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.
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Learning Objective 5:
Identify uses for the video in class discussion, written tests, and
practical exams
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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
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Written exams
• Taking still pictures of video• Use application questions
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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
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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
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The bottom line …
• Provides feedback• Keeps students on task in lab• Student are more engaged in:
– Skill practice– Peer learning
• Students are having fun!
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