Evidence map›Paper›PMID 38822287›Full record

ArticleBMC medical education2024

Freely available, online videos to support neurological physiotherapists and students in task-specific training skill acquisition: a scoping review.

Nicola C M Towersey, Kelvin Sasse, Verna Stavric, Gemma Alder, Nicola L Saywell

Abstract readScoping Review
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Nicola C M TowerseySchool of Clinical Sciences, Department of Physiotherapy, Health and Rehabilitation Research Institute, Auckland University of Technology, Northshore Campus, Private Bag 92006, Auckland, 1142, New Zealand. nicola.towersey@aut.ac.nz.
Kelvin SasseSchool of Clinical Sciences, Department of Physiotherapy, Health and Rehabilitation Research Institute, Auckland University of Technology, Northshore Campus, Private Bag 92006, Auckland, 1142, New Zealand.
Verna StavricSchool of Clinical Sciences, Department of Physiotherapy, Health and Rehabilitation Research Institute, Auckland University of Technology, Northshore Campus, Private Bag 92006, Auckland, 1142, New Zealand.
Gemma AlderSchool of Clinical Sciences, Department of Physiotherapy, Health and Rehabilitation Research Institute, Auckland University of Technology, Northshore Campus, Private Bag 92006, Auckland, 1142, New Zealand.
Nicola L SaywellSchool of Clinical Sciences, Department of Physiotherapy, Health and Rehabilitation Research Institute, Auckland University of Technology, Northshore Campus, Private Bag 92006, Auckland, 1142, New Zealand.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundVideos to support learning of clinical skills are effective; however, little is known about the scope and educational quality of the content of freely available online videos demonstrating task-specific training (TST). This review aimed to determine the extent, characteristics of freely available online videos, and whether the content is suitable to guide skill acquisition of task-specific training for neurological physiotherapists and students.

methodsA scoping review was conducted. Google video and YouTube were searched in December 2022. Videos that met our eligibility criteria and were explicitly designed for (TST) skill acquisition were included in the report.

resultsTen videos met the inclusion criteria and were difficult to find amongst the range of videos available. Most were presented by physiotherapists or occupational therapists, originated from the USA, featured stroke as the condition of the person being treated, and involved a range of interventions (upper limb, constraint induced movement therapy, balance, bicycling). Most videos were created by universities or private practices and only two used people with a neurological condition as the participant. When the content of videos and their presentation (instruction and/or demonstration), was assessed against each key component of TST (practice structure, specificity, repetition, modification, progression, feedback), five of the videos were rated very suitable and five moderately suitable to guide skill acquisition. Most videos failed to demonstrate and provide instruction on each key component of TST and were missing at least one component, with feedback most frequently omitted.

conclusionsThere are many freely available online videos which could be described as demonstrating TST; very few are suitable to guide skill acquisition. The development of a standardised and validated assessment tool, that is easy to use and assesses the content of TST videos is required to support learners to critically evaluate the educational quality of video content. Guidelines based on sound teaching theory and practice are required to assist creators of online videos to provide suitable resources that meet the learning needs of neurological physiotherapists and students.

Indexed as

Clinical CompetencePhysical TherapistsVideo RecordingHumansNeurological rehabilitationPhysiotherapySearch engineTask-specific training

Identifiers

PMID38822287
PMCPMC11143672

What OpenQuestion holds

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LicenceCC BY
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Registered trials

None linked

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.