Trial reportBMC medical education2025
Effects of self-controlled feedback on learning range of motion measurement techniques and self-efficacy among physical therapy students: a preliminary study.
Trial report in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 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
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.
Who cites it
2 citing papers in PubMed.
- Effect of Self-Controlled Feedback on Motor Learning and Its Association with Metacognitive Ability.Behavioral sciences (Basel, Switzerland) · 2026Article
- Effects of self-control of feedback timing on motor learning.Frontiers in psychology · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
backgroundMeasuring range of motion (ROM) accurately using a universal goniometer or visual estimation is challenging for physical therapy students. Self-controlled (SC) feedback, where learners decide whether to receive feedback, can enhance learning and foster self-efficacy (SE) by promoting self-regulation. However, the impact of SC feedback on skill acquisition in ROM measurement technique and SE in physical therapy students remains unclear. This study investigates the effects of SC feedback on skill acquisition in ROM measurement techniques and students' SE.
methodsThirty physical therapy students were quasi-randomly assigned to an SC group, which chose feedback during practice, or a Yoked (Yk) group, which received feedback based on the SC group's schedule. A goniometric measurement task, in which participants measure the ROM of left knee flexion using a universal goniometer, and a visual estimation task, in which they estimate it visually, were set as the learning tasks. After a pretest, they completed the practice (3 trials × 4 blocks) followed by short-term retention test (STRT) and LTRT (LTRT). All tests consisted of 3 trials. Measurement accuracy and time were used as test performance for both tasks. SE of ROM measurements was measured before the start of each test using a 10-point Likert scale. Feedback related to measurement errors were provided during practice in line with each group's conditions.
resultsThe SC group maintained high feedback frequency (80.0 ± 30.3%) during the practice. Both groups improved measurement accuracy and reduced time for goniometric measurement and visual estimation tasks, but no significant group differences were found. Goniometric accuracy exceeded visual estimation in both groups. SE before the pretest did not correlate with pretest accuracy. However, SE before the STRT correlated with accuracy at that time in both groups. In the SC group, SE before the LTRT test was related to the accuracy at the STRT.
conclusionSC feedback did not demonstrate superior effectiveness, but external feedback improved ROM measurement accuracy and reduced measurement time. Moreover, SE after the practice was temporarily associated with accuracy, suggesting a potential link between SE and performance in skill acquisition.
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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.