Exploring the Use of Video-Recorded Practical Examination Performance to Enhance Student Self-Assessment

Authors

Ellen R. Perlow, Mercer UniversityFollow
Niamh M. Tunney, Mercer UniversityFollow
Jeffrey G. Ebert, Mercer UniversityFollow

Abstract

ABSTRACT

Purpose: The purposes of this study were to explore the ability of doctor of physical therapy students to self-assess performance during a video-recorded practical examination, to evaluate student perceptions of the experience, and to determine their perception of their ability to self-assess. Method: A cross-sectional design with students from 2 consecutive cohorts was utilized. Participants worked in groups of three conducting a video-recorded gait training session. Students graded their own performance immediately upon completing the practical examination. Students then regraded their performance from the video recording. The instructor graded each student’s video-recorded performance using the same rubric as the students. Following the experience, students completed a 7-question survey administered via Survey Monkey. Data were analyzed using Friedman’s ANOVA with post-hoc Wilcoxon signed-rank test to compare median scores. Cohen’s Kappa and percent agreement calculations assessed inter- and intra-rater reliability. Student perception data were analyzed using descriptive statistics and non-parametric Wilcoxon signed-rank test. Results: The only significant difference in scores was between student-live and faculty examiner assessments for Cohort 2. Inter-rater reliability (.09-.17) and percent agreement (20.7%-26.3%) were low across all comparisons. Intra-rater reliability (.12-.23) and percent agreement (23.7%-34.5%) were also low for both cohorts. Students rated their ability to self-assess from the video-recorded performance significantly higher than from the live performance (pConclusions:Students’ ability to self-assess performance does not appear to be well developed in the early stages of physical therapy education. The use of video-recorded performance, in conjunction with instructor feedback, could enhance this ability, ideally leading to independent and effective self-assessment as students proceed through the curriculum.

Author Bio(s)

Ellen R. Perlow, PT, DPT, is a clinical assistant professor in the Department of Physical Therapy at Mercer University in Atlanta, Georgia. She is also a licensed physical therapist in the state of Georgia.

Niamh M. Tunney, PT, DPT, MS, is a clinical associate professor in the Department of Physical Therapy at Mercer University in Atlanta, Georgia. She is also a licensed physical therapist in the state of Georgia.

Jeffrey G. Ebert, PT, DPT, OCS, is a clinical assistant professor in the Department of Physical Therapy at Mercer University in Atlanta, Georgia. He is also a licensed physical therapist in the state of Georgia.

Acknowledgements

We would like to acknowledge the assistance of Dr. Alyssa Laforme Fiss, PT, PhD, PCS, with her assistance with statistical analysis.

DOI

10.46743/1540-580X/2019.1839

Recommended Citation

Perlow ER, Tunney NM, Ebert JG. Exploring the Use of Video-Recorded Practical Examination Performance to Enhance Student Self-Assessment. The Internet Journal of Allied Health Sciences and Practice. 2019 Jan 01;17(4), Article 12.