Remote, asynchronous training and feedback enables development of neurodynamic skills in physiotherapy students

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dc.article.number267
dc.catalogadorcrc
dc.contributor.authorVillagrán Gutiérrez, Ignacio Andrés
dc.contributor.authorRammsy, Francisca
dc.contributor.authorDel Valle, Javiera
dc.contributor.authorGregorio De Las Heras Moreau, Sofia Ignacia
dc.contributor.authorPozo, Liliana
dc.contributor.authorGarcía, Patricio
dc.contributor.authorTorres, Gustavo
dc.contributor.authorVaras Cohen, Julián
dc.contributor.authorMandrusiak, Allison
dc.contributor.authorCorvetto Aqueveque, Marcia Antonia
dc.contributor.authorFuentes-Cimma, Javiera
dc.date.accessioned2023-04-24T14:24:13Z
dc.date.available2023-04-24T14:24:13Z
dc.date.issued2023
dc.date.updated2023-04-23T00:02:39Z
dc.description.abstractDuring 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. Methods Longitudinal 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. Results Intra-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. Conclusion The 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.
dc.fechaingreso.objetodigital2023-04-24
dc.format.extent10 páginas
dc.fuente.origenAutoarchivo
dc.identifier.citationVillagrán, I., Rammsy, F., Del Valle, J., Gregorio de Las Heras, S., Pozo, L., García, P., Torres, G., Varas, J., Mandrusiak, A., Corvetto, M., & Fuentes-Cimma, J. (2023). Remote, asynchronous training and feedback enables development of neurodynamic skills in physiotherapy students. BMC medical education, 23(1), 267. https://doi.org/10.1186/s12909-023-04229-w
dc.identifier.doi10.1186/s12909-023-04229-w
dc.identifier.issn1472-6920
dc.identifier.urihttps://doi.org/10.1186/s12909-023-04229-w
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/66829
dc.identifier.wosidWOS:000975809900002
dc.information.autorucCiencias de la salud;Villagrán Gutiérrez Ignacio Andrés ;0000-0003-3130-8326 ;1039444
dc.information.autorucDepartamento de Ciencias de la Salud;Gregorio De Las Heras Moreau, Sofia Ignacia;S/i;1047600
dc.information.autorucDepartamento de Ciencias de la Salud;Fuentes Cimma Javiera Carolina;0000-0003-0720-2169;1011133
dc.information.autorucEscuela de medicina;Varas Cohen, Julian Emanuel;0000-0002-5828-9623; 134158
dc.information.autorucEscuela de Medicina;Corvetto Aqueveque, Marcia Antonia; s/i;146036
dc.language.isoen
dc.nota.accesoContenido completo
dc.revistaBMC Medical Education
dc.rightsacceso abierto
dc.rights.holderThe Author(s)
dc.rights.licenseAttribution 4.0 International (CC BY 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectDistance learning
dc.subjectFormative feedback
dc.subjectClinical skills
dc.subjectPhysiotherapy
dc.subjectMusculoskeletal manipulations
dc.subject.ddc610
dc.subject.deweyMedicina y saludes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleRemote, asynchronous training and feedback enables development of neurodynamic skills in physiotherapy students
dc.typeartículo
dc.volumen23
sipa.codpersvinculados1039444
sipa.codpersvinculados1047600
sipa.codpersvinculados1011133
sipa.codpersvinculados134158
sipa.codpersvinculados146036
sipa.indexScopus
sipa.indexWOS
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