Univesity of Valencia (SPAIN)
About this paper:
Appears in: EDULEARN14 Proceedings
Publication year: 2014
Pages: 5803-5807
ISBN: 978-84-617-0557-3
ISSN: 2340-1117
Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain
Physiotherapy is considered as a vocational degree (Lissen, 2002; Sim, 1985). The students enrolled have the firm intention of dedicate themselves to take care of people with health problems.
This is the main reason for which some other scopes of work, also in the domain of Phisiotherapy, as for example the clinical research, and therefore the applied statistic are relegated to a second plane.
However, to keep up to date with new developments or clinical studies that are being published in this field is mandatory to have the appropriate knowledge about statistics, in order to better comprehend the results of the clinical studies performed (Grimmer-Somers, Lekkas, Nyland, Young, & Kumar, 2007).
For the statistics learning, we consider convenient the reinforcing of the face-to-face classes with audio-visual material because this could help ensure uptake of the knowledge generated in classes. With these videos, the students can see the practical use of the statistic tools.
Therefore, the main goal of the present study was develop video-tutorials for helping students to learn and asses the repercussion of them.

Eleven video-tutorials have been created for the support of the applied statistics lessons, including descriptive and inferential statistics concepts.
To assess the repercussion in the learning process, the students were given a self-administered questionnaire in which technical quality of the videos, quality of contents and some learning-related questions were evaluated. This questionnaire had five answer possibilities.
The items included were separated in three sections. One about technical quality, with questions about video length and sound and image quality; other about aspects related with the concepts and with questions about its organization, clarity in the presentation and explanation and adjustment between knowledge received in the videos and the received in classes; and the last one, about the repercussion in learning process, including questions about, if the videos allowed students to better learning and finally whether they helped to better attend the classes explanations.

Results showed that, in a general way, the students consider as positive the use of this kind of material in order to improve their concepts' assimilation and the practice training. With respect to the items that assessed quality, a mean (standard deviation) of 3.62 (0.23) points were achieved. Regarding the items that evaluated the contents, 3.91 (0.22) points were obtained. And finally, the items related with the students learning showed a result of 4.29 (0.23) points.

[1] Grimmer-Somers, K., Lekkas, P., Nyland, L., Young, A., & Kumar, S. (2007). Perspectives on research evidence and clinical practice: a survey of Australian physiotherapists. Physiotherapy Research International, 12(3), 147–161.
[2] Lissen, E. S. (2002). Elegir magisterio: Entre la motivación, la vocación y la obligación. EA, Escuela abierta: revista de Investigación Educativa, (5), 125–146.
[3] Sim, J. (1985). Physiotherapy: a professional profile. Physiotherapy Theory and Practice, 1(1), 14–22.
Phisiotherapy, statistics, videos.