Open AccessExploring the Use of Video-Recorded Practical Examination Performance to Enhance Student Self-Assessment
Author(s) -
Ellen Perlow,
Niamh Tunney,
Jeffrey G. Ebert
Publication year - 2019
Publication title -
the internet journal of allied health sciences and practice
Language(s) - English
Resource type - Journals
ISSN - 1540-580X
DOI - 10.46743/1540-580x/2019.1839
Subject(s) - wilcoxon signed rank test , rubric , psychology , test (biology) , reliability (semiconductor) , inter rater reliability , descriptive statistics , session (web analytics) , kappa , friedman test , perception , medical education , medicine , applied psychology , computer science , mathematics education , statistical hypothesis testing , statistics , pedagogy , developmental psychology , rating scale , mathematics , world wide web , biology , paleontology , power (physics) , geometry , quantum mechanics , curriculum , physics , neuroscience
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.