Abstract:

Introduction:
The use of audiovisual tools for educational purposes has become widespread in decades, with videos becoming one of the most outstanding. The video-tutorial is a tool that shows, step by step, the necessary procedures to develop an activity. They have the added advantage of allowing the presentation of contents and real situations that bring professional practice closer to the classroom. This is especially meaningful in degrees such as Physiotherapy, in which the development of practical skills constitutes an essential competence. The present study aims to assess the effect of video-tutorials elaborated for the study of the module about pregnancy and postpartum, within the subject 'Physiotherapy in primary care', on student’s skills, motivation and satisfaction.

Methodology:
14 video-tutorials of approximately one-minute duration each, were elaborated to explain the therapeutic exercises recommended in each stage of the pregnancy and in the first postpartum stage. Pregnant women in different gestation trimesters and specialized physiotherapists managed the exercises, supervising their correct execution. With the aim of evaluate the video-tutorials effect on students' skills, we compared the marks between those students who watched the videos and those who did not watch them. In order to determine the students’ perception regarding the evaluation and degree of satisfaction with the video-tutorials as a teaching activity, a 15-items opinion survey (Likert) was drawn up as an assessment instrument. Each question presented a scale of 5 alternatives (strongly disagree, disagree, indifferent, agree, completely agree). The global evaluation question presented a 10-points scale.

Results:
Statistically significant differences were found in MSWQ and GMS between both groups. The IG obtained significantly higher MSWQ (7.74±1.49) than the TG (7.08±1.12, t(188)=-3.45, p=0.001). The IG obtained significantly higher GMS (7.86±0.79) than the TG (7.45±0.65, t(178)=-3.74, p=0.000). Regarding the MOE, although no significant differences were detected between the two groups (p=0.054), a general higher trend was shown in the IG (6.99±1.24) when compared to the TG (6.68±0.94).
A mean punctuation of 4.34 (0.22) was obtained for the perception about the evaluation of the videos. The higher punctuation was obtained in the item “I consider the use of the videos a good didactic resource”, 4.68 (0.60). Item regarding motivation obtained a mean punctuation of 4.20 (0.84). The satisfaction degree with the video-tutorials obtained a mean punctuation of 4.36 (0.17). The higher punctuation was obtained in the item “I would recommend that the videos were incorporated in future practical lessons of the subject”, 4.56 (0.62). The item about the global evaluation of the videos was answered by 107 students, obtaining a mean punctuation of 8.57 (1.08).

Conclusions:
Incorporating video-tutorial in the subject 'Physiotherapy in primary care' is a useful strategy/method to enhance students' knowledge acquisition and to improve their skills. Students consider this method as a useful and motivational didactic resource.

Keywords:

Video-tutorials, Physiotherapy degree, Pregnancy and postpartum, Satisfaction, Motivation.