The purpose of this study was to examine the effectiveness of a video case-based learning activity as compared to a patient experience learning for the adult learner.
This was a retrospective cross-sectional study of 47 third year physical therapy students. All participants completed a video case-based and a patient experience learning activity. The data collected included: a clinical reasoning assignment, the Andragogy in Practice Inventory (API) and Intent to Use Scale, and the Behavioral Engagement Related to Instruction (BERI) protocol. Descriptive frequencies described competency levels, grades and survey quantitative responses. Paired t-test and Wilcoxon Signed Rank Test analyses (_= 0.05) determined the significance of differences between learning activities.
For the clinical reasoning assignment, the competency levels were proficient in all areas for both learning activities. The level of competency for conceptual reasoning was higher for the video case-based than for the patient experience learning activity (Mdn = 4.00 , SD =0,49; Mdn = 4.00, SD = 0.57 ), T = 118.0, z = 2.076, p =0,038 . No significant differences were found between the video case-based and the patient experience learning activity for any of the Andragogical Principles Scales or the Intent to Use Survey. For the Andragogical Design Elements Scales, preparation of the learner, the climate of the setting and the setting of objectives scales, the patient experience was more consistent with adult learner preferences than the video case-based learning activity (t(46) = -2.954, p=0.005; t(46) = -2.159, p=0.036; t(46) = _3.384, p=0.002). For the learning activities scale, the video cased-based learning activity was more consistent with the adult learner preferences than the patient experience (t(46) = 2.045, p=0.047). The overall API responses were positive for an agreement with adult learning for both learning experiences. The BERI did not show any significant difference in participant engagement between learning activities.
Conclusions/Relevance to the conference theme:
Understanding how learning activities are perceived by the adult learner can inform our academic strategies that promote excellence as well as student success in physical therapy education. This study demonstrated that both the video case-based and the patient experience learning activity were compatible with the preferences for the adult learner. The design of the patient experience learning activity was more compatible with the adult learner than the video case-based learning activity because it was structured to enhance the studentsÕ sense of preparation, allowed students to establish more rapport with the instructors, and provided opportunities for the students to share in the development of the objectives of the activity. The video case-based activity showed better clinical reasoning competency than the patient experience activity allowing student to better conceptualize goal setting and the physical therapy diagnosis.