Undergraduate Occupational Therapy Clinical Education
Conditions
Keywords
Pediatric Occupational Therapy, Video-Assisted Feedback, Undergraduate Students, Clinical Performance
Brief summary
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.
Interventions
BEHAVIORALVideo-Assisted Feedback
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.
BEHAVIORALOral Feedback
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.
Sponsors
Taipei Medical University WanFang Hospital
Study design
Allocation
RANDOMIZED
Intervention model
CROSSOVER
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Intervention model description
Participants were randomized to one of two crossover sequences: (1) video-assisted feedback followed by oral feedback alone, or (2) oral feedback alone followed by video-assisted feedback. Each participant therefore received both intervention conditions during the study.
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
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.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Mini-Clinical Evaluation Exercise (Mini-CEX) | Immediately after the clinical performance assessment in Period 1 and Period 2; the two study periods were conducted approximately 1-2 weeks apart. | 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. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| State Anxiety Assessed Using the State-Trait Anxiety Inventory-State Subscale (STAI-S) | Immediately after each of the two clinical teaching sessions. | 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. |
| Trait Anxiety Assessed Using the State-Trait Anxiety Inventory-Trait Subscale (STAI-T) | Immediately after each of the two clinical teaching sessions. | 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. |
Countries
Taiwan
Outcome results
None listed