INCLUSION OF INTERACTIVE VIDEO CONTENT USING EDPUZZLE© AS PART OF THE PRACTICAL TRAINING IN STUDENTS OF PHYSICAL THERAPY
Learning manual abilities is a key element for students in the Degree of Physical Therapy. Different manual therapy techniques are explained theoretically and practically by professors, and afterwards, students organize small groups in order to practice what they have previously learned. Even though they are used to a passive learning experience, students create their own videos applying those techniques for further studying.
Previous research has shown that students retain practical learning content up to 60% more if they have an active role in the process. Therefore, the use of an approach based on active learning using ICT tools such as the Edpuzzle© video edition software, will enable teachers to verify if the students are following the created content, how many times are students viewing each video and if they are understanding how useful can the content be.
The aim of this work was to determine if the use of ICTs such as the Edpuzzle video edition software helped students of Physical Therapy enhance their abilities in manual therapy and reduce common practical mistakes.
Mterials and method:
This study was performed at Universitat de València (Spain) and included 50 students that belonged to the Degree in Physical Therapy. Students divided into small groups (3-4 students). Each group was responsible for the development of a video that contained the proper way to do 1 or 2 manual therapy techniques they had previously been shown in class. After that, every video was analyzed by the whole class, along with the professor in charge, in order to detect possible errors of the technique’s execution or position. The last step was the introduction of the Edpuzzle software in order to insert several questions at every point of time in the video, looking to asses if the student understood the given information and was able to detect common mistakes. A survey was also given after the intervention in order to know what the student thought about the idea.
Results show that the inclusion of this ICTs was very positively accepted by students, due to the dynamic learning process, that better resembles a future working environment. More so, the produced material served as a resourceful tool for students to study whenever they needed or wanted.