Investigating the efficacy of practical skill teaching: a pilot-study comparing three educational methods
Abstract
Effective education of practical skills can alter clinician behaviour, positively influence patient outcomes, and reduce the risk of patient harm. This study compares the efficacy of two innovative practical skill teaching methods, against a traditional teaching method. Year three pre-clinical physiotherapy students consented to participate in a randomised controlled trial, with concealed allocation and blinded participants and outcome assessment. Each of the three randomly allocated groups were exposed to a different practical skills teaching method (traditional, pre-recorded video tutorial or student self-video) for two specific practical skills during the semester. Clinical performance was assessed using an objective structured clinical examination (OSCE). The students were also administered a questionnaire to gain the participants level of satisfaction with the teaching method, and their perceptions of the teaching methods educational value. There were no significant differences in clinical performance between the three practical skill teaching methods as measured in the OSCE, or for student ratings of satisfaction. A significant difference existed between the methods for the student ratings of perceived educational value, with the teaching approaches of pre-recorded video tutorial and student self-video being rated higher than 'traditional' live tutoring. Alternative teaching methods to traditional live tutoring can produce equivalent learning outcomes when applied to the practical skill development of undergraduate health professional students. The use of alternative practical skill teaching methods may allow for greater flexibility for both staff and infrastructure resource allocation.
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Traditionally, manual therapy sessions involve a sequence of live demonstrations, during which the teacher supervises and provides individual feedback on students' performance.
“Traditionally, these sessions involve a sequence of live demonstrations, during which the teacher supervises and provides individual feedback on students’ performance [10].”
From Teaching a single manual therapy technique at a time reduces cognitive load in physiotherapy students: a randomized controlled educational study (2025) · cites this paper as [10]
Few studies have examined manual therapy teaching, and little is known about the best way to structure teaching sessions.
“Although the teaching of manual therapy is an essential part of physiotherapy curricula, few studies have examined this field, and little is known about the best way to structure teaching sessions [10, 11].”
From Teaching a single manual therapy technique at a time reduces cognitive load in physiotherapy students: a randomized controlled educational study (2025) · cites this paper as [10]
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- Authors
- Maloney, S., Storr, M., Paynter, S., Morgan, P., & Ilic, D.
- Affiliations
- Monash University (AU)
- Corresponding author
- Maloney, Stephen
- Venue
- Advances in Health Sciences Education
- Published
- 2012-02-22
- Volume
- 18
- Issue
- 1
- Pages
- 71-80
- ISSN
- 1382-4996 (ISSN-L)
- 1573-1677
- OpenAlex
- W2059104185
- Cited by
- 74
- References
- 31
- Citations by year
- 2026: 1 · 2025: 6 · 2024: 3 · 2023: 8 · 2022: 9 · 2021: 9 · 2020: 7 · 2019: 1 · 2018: 7 · 2017: 7 · 2016: 2 · 2015: 4 · 2014: 5 · 2013: 5
- FWCI
- 4.32
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Advances in Health Sciences Education (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Medicine › Rehabilitation › Musculoskeletal Disorders and Rehabilitation
- Health Sciences › Medicine › Physiology › Simulation-Based Education in Healthcare
- Keywords
- physiotherapy education, clinical performance, OSCE, student satisfaction, perceived educational value, alternative teaching methods
- MeSH terms
- Clinical Competence, Humans, Pilot Projects, Students, Health Occupations, Teaching, Victoria, Physical Therapy Specialty
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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