Self evaluation of ‘student therapist’ using video

La Trobe University

Teaching and learning strategy

Each student is required to work with two other students and make a video of themselves performing three physiotherapy assessment and treatment techniques taught in the first semester. One student acts as the patient, while the other student controls the video camera and also critiques the "student therapist" using the assessment sheet utilized during practical examinations of this subject.

Once the video is complete the "student therapist" is required to watch the video and complete a self-evaluation of their performance using the assessment sheets.

At least one week later the video process is repeated. The same or different techniques are chosen to be performed. The student therapist self-evaluates the performance on the second video and receives a written evaluation from the observing student.

The student is then required to compile a report based on the observing students critique and their self-evaluation of both video sessions. The report briefly summarises each technique, provides an in-depth critical appraisal of their performance, discusses what was done well and what needs improvement, compares the observation between the student observer and their own self-evaluation and includes a section about changes over time (from video one to video two).

In what course/ subject/ unit/ module/ program is the teaching and learning practice used?

The practice is used in a subject called Physiotherapy Skills A (PTY11PSA).

In what year level are the students who participate in the teaching/ learning practice?

1st year

The expected learning outcomes from the teaching and learning practice:
  • To develop an appreciation of current level of skill when performing various physiotherapy assessment and treatment technique
  • To be able to accurately reflect on their performance of techniques and understand the potential implications of their performance on the patient
  • To be able to identify deficits in performance and prompt improvements in performance during the second video
  • To become familiar with the marking criteria used for assessment in the subject

Aspects of the teaching and learning practice which make it particularly effective:

The use of a video camera to tape the performance ensures that the student experiences the pressure associated with appearing on camera, prior to experiencing the pressures associated with practical exams.

The need to perform a variety of techniques in their entirety, with no assistance from notes and in front of two peers and a video camera makes students realise any potential deficits in their learning.

Critical analysis of performance included in the report ensures that the student must understand the implications of their performance (good or bad) for the patient. The theory of assessment and treatment techniques needs to be understood.

Evaluation:

All assignments are handed in and marked, contributing 10% of the mark for this subject.

The practice is also evaluated on Quality Assessment forms filled out by students regarding this subject.

What were the outcomes of the evaluation?
The practice continually receives positive feedback from students regarding the usefulness of the assignment in showing them deficits in their knowledge and practical skills. Students comment on the pressure of performing the technique under such conditions with no assistance from peers or notes. They comment that it makes them realise how much they have to know and how much more they have to practice to be independent with techniques.

Do you have any plans to make changes to the teaching and learning practice?

No.

Contact details

Name: Dr Tania Pizzari
Address: School of Physiotherapy, La Trobe University
URL: http://www.latrobe.edu.au/physiotherapy/