The Effect of Video-assisted Feedback in Clinical Teaching of Pediatric Occupational Therapy in Undergraduate Student

Taipei Medical University WanFang Hospital20 enrolled

Overview

This study examined whether adding video-assisted feedback to oral feedback could improve clinical learning in undergraduate occupational therapy students during pediatric clinical training. Students participated in clinical teaching sessions and received either oral feedback alone or oral feedback combined with review of a video recording of their performance. The study evaluated students' clinical performance and anxiety to determine whether video-assisted feedback could support learning and reflection during clinical training.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

OTHER

Masking

SINGLE

Enrollment

Conditions

Undergraduate Occupational Therapy Clinical Education

Interventions

Students received oral feedback from a clinical teacher after a pediatric occupational therapy clinical teaching session and additionally reviewed a 10-minute video recording of their own clinical performance. The video review was used to support self-reflection and identification of areas for improvement before the subsequent clinical teaching session.

Oral FeedbackBEHAVIORAL

Students received verbal feedback from a clinical teacher after a pediatric occupational therapy clinical teaching session. Feedback focused on the student's clinical performance during the session. No video recording or video-assisted self-review was provided in this condition.

Eligibility

Sex: ALLHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: * Undergraduate students enrolled in an occupational therapy program. * Students participating in pediatric occupational therapy clinical training during the study period. * Students who provided informed consent to participate in the study. * Students who completed the scheduled clinical teaching sessions and study assessments. Exclusion Criteria: * Students who were unable to complete both study conditions in the crossover design. * Students with incomplete outcome assessments. * Students who withdrew consent during the study.

Outcomes

Primary Outcomes

Mini-Clinical Evaluation Exercise (Mini-CEX)

Clinical performance was assessed by a clinical teacher using a 10-item Mini-Clinical Evaluation Exercise (Mini-CEX) for pediatric occupational therapy clinical training. Each item was rated on a 9-point scale. Scores of 1-3 indicated performance below expectations, 4-6 indicated performance meeting expectations, and 7-9 indicated performance exceeding expectations. The mean score across the 10 items was calculated, yielding an overall score ranging from 1 to 9. Higher scores indicated better clinical performance.

Time frame: Immediately after the clinical performance assessment in Period 1 and Period 2; the two study periods were conducted approximately 1-2 weeks apart.

Secondary Outcomes

State Anxiety Assessed Using the State-Trait Anxiety Inventory-State Subscale (STAI-S)

State anxiety was assessed using the State-Trait Anxiety Inventory-State subscale (STAI-S), which measures the participant's current level of anxiety. Higher scores indicate greater state anxiety.

Time frame: Immediately after each of the two clinical teaching sessions.

Trait Anxiety Assessed Using the State-Trait Anxiety Inventory-Trait Subscale (STAI-T)

Trait anxiety was assessed using the State-Trait Anxiety Inventory-Trait subscale (STAI-T), which measures relatively stable individual differences in anxiety proneness. The STAI-T consists of 20 items, with a total score ranging from 20 to 80. Higher scores indicate greater trait anxiety.