Robert B. McAlister; Use of Instructor-Produced YouTube® Videos to Supplement Manual Skills Training in Occupational Therapy Education. Am J Occup Ther 2014;68(Supplement_2):S67-S72. doi: 10.5014/ajot.2014.685S04.
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© 2019 American Occupational Therapy Association
An ongoing challenge to occupational therapy educators is how to provide resources and strategies that best assist students in learning, retaining, and replicating protocols in clinical manual assessment. This pilot survey study explored how 43 first-year master’s of occupational therapy students enrolled in a kinesiology course perceived the value of implementing instructor-produced YouTube® videos of in-class assessment demonstrations. The videos, taken on a smartphone, were uploaded to a private YouTube URL created by the instructor and then linked to a pre-established Moodle learning platform. By the end of the 6-wk course, students had registered 2,573 views averaging 60 views per student. Postcourse mixed survey results revealed students perceived that the videos improved the quality of the course, increased their level of engagement and learning, and boosted confidence in their manual skills. Survey results also found that students correlated the instructor’s willingness to develop online videos with a commitment to student learning.
The videos were very helpful when questions arose outside of class.
I would watch the videos when practicing the movements with classmates and while reviewing for the lab practicals.
The videos were my main study tool for the lab practicals.
I am someone who has to see things over and over. Having these videos was the ideal tool in helping me with studying for lab practicals and written exams.
They helped eliminate concerns I had with conflicting visual information.
Audio: Speak louder or use a microphone.
Video angles: Position the camera closer so that hand placements are clearer.
Anatomy: Mention prime movers when performing muscle tests.
Students perceived that having around-the-clock access to online video demonstrations enhanced learning, increased confidence, and improved course quality.
Video demonstrations increased student engagement, perhaps because students were able to control the pace of the demonstration and play it multiple times, if necessary, to ensure comprehension.
Because YouTube is a free service and self-produced videos may be easily uploaded to the Internet, financial and technical barriers for the creation of video content are extremely low.
Students correlated the instructor’s willingness to develop online videos with a commitment to student learning.
If you watched the video demonstrations offered in OT 515, what type of device did you MOST OFTEN use to view them?
(1 = Smartphone, 2 = iPad or tablet computer, 3 = Laptop computer, 4 = Desktop computer, 5 = Other device)
How often did you review the demonstration videos on your mobile device in preparation for the lab exam?
(1 = None, 2 = 1–2 times, 3 = 3–4 times, 4 = 5–6 times, 5 = 6 times or more)
Having the ability to review video demonstrations on mobile devices improved my grade on the lab practical.
(1 = Strongly disagree, 2 = Disagree, 3 = Not sure, 4 = Agree, 5 = Strongly agree)
I feel that having access to video demonstrations improved the overall quality of this course.
Providing demonstration videos increased my engagement (participation) in class.
I felt comfortable viewing my mobile device for video demonstrations.
Being able to repeatedly view a demonstration of a clinical technique enhanced my learning.
Being able to repeatedly view a demonstration of a clinical technique improved my confidence in performing the technique correctly.
Posting clinical technique videos to Moodle demonstrated my instructor’s commitment to my learning.
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