Abstract:

Introduction:
Due to the new circumstances involving the world’s pandemic, face-to-face assistance to class has been a challenging issue. More so, this issue becomes a problem in certain degrees such as Physical Therapy, were practical skills have a heavy weight in the overall education process. Because several security measures have been implemented that involve the inability of the students to assist to class, it is necessary to develop new strategies to teach this practical skills within the actual situation.

Objective:
The aim of this study was to evaluate a different approach in the assessment of practical skills in Physical Therapy. Students were asked to develop a video where they performed a clinical assessment of a created patient and included several “mistakes” that other fellow students had to detect.

Materials and method:
The subject “Pathology and Therapeutic Approach of the Cardiovascular and Respiratory Systems” is a 6 ECTS credit basic formation given in the second year of the Degree in Physical Therapy. Students are practically trained in the initial assessment of patients and in the development of clinical data. Classically, the assessment of these practical skills was performed through a written exam.

Students were asked first to develop a clinical case, creating a fictitious patient that suffered from cardiovascular or respiratory disease the professors previously assigned. Then, students had to record a video were one of them pretended to be the patient and another the examiner, and had to perform a full clinical examination including all of the components given in class.

The videos the students created were randomly assigned to different groups of students, and they were asked to view the videos and identify the clinical examination mistakes provided.

After the intervention, an assessment was performed. First, professors assessed if the students were able to integrate the given skills in class in order to develop the clinical case. The clinical case should include 4 basic elements:
(1) Clinic history,
(2) Physical examination,
(3) Clinical examination and
(4) Imaging examination.

Assessment had an overall score of 4 points, giving the maximum score if the students included all of these elements and no score if no element was included

Results:
Results extracted from the intervention reflect the students ability to integrate practical skills in the development of clinical cases, in order to create a video showing a physical examination with several “mistakes”. Other students were then asked to identify those mistakes.

Keywords:

COVID-19, video innovation, mistakes video, teaching innovations.