ArticleBMC medical education2023
Remote, asynchronous training and feedback enables development of neurodynamic skills in physiotherapy students.
Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
5 citing papers in PubMed.
- The role of digital teaching methods in supporting practical skills training in the academic training of health professions - a scoping review.BMC medical education · 2026Article
- Asynchronous tele-mentoring in proficiency-based training for the fundamentals of laparoscopic surgery (FLS): a use of smartphones and deliberate practice.Surgical endoscopy · 2026Article
- Review
- Overview of styles, content, learning effects and attitudes of students towards digitally enhanced physiotherapy education - a scoping review.BMC medical education · 2025Article
- E-Cog: An online training platform for cognitive health interventions based on the ADDIE model.Digital healthArticle
Corrections and comments
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Authors and funding
11 authors.
Funding
Abstract
backgroundDuring the COVID-19 pandemic, face-to-face teaching and learning of physiotherapy practical skills was limited. Asynchronous, remote training has been effective in development of clinical skills in some health professions. This study aimed to determine the effect of remote, asynchronous training and feedback on development of neurodynamic skills in physiotherapy students.
methodsLongitudinal repeated measurements study, across four training sessions. Participants engaged in a remote training program for development of upper limb neurodynamic techniques. In this sequential training, participants viewed the online tutorial, practiced independently, and uploaded a video of their performance for formative assessment and feedback from a trained instructor via a checklist and rubric.
resultsIntra-subject analyses of 60 third-year physiotherapy students showed that the target standard of performance, with no further significant change in scores, was attained following session 2 for the checklist and session 3 for the rubric. This shows that two sessions are required to learn the procedures, and three sessions yield further improvements in performance quality.
conclusionThe remote, asynchronous training and feedback model proved to be an effective strategy for students' development of neurodynamic testing skills and forms a viable alternative to in-person training. This study contributes to the future of acquiring physiotherapy clinical competencies when distance or hybrid practice is required.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.