The purpose of this project is to enhance student learning and engagement in a PTA program through a problem-based film-making process.
We identified challenges in two different areas that we wanted to address with a video solution. The first is in our Kinesiology class where we wanted students to observe, analyze and discuss motion with classmates, and begin to recognize patterns of motion. Our solution was to require students to work in groups of 3 or 4 to film a motion (kicking a ball, performing a squat, doing a push-up, for example) and then create a short video, explaining and analyzing the motion. In order to facilitate the fundamentals of using video equipment and video-editing software, students are given instruction in the use of equipment in an on-campus video studio and in the use of iMovie to edit and add text and voice-over to the video. The final project is a 5-8 minute film, explaining a motion or activity and the kinesiological concepts involved. The videos are shared on-line and in class, and students raise questions and explore related clinical areas in a class discussion after viewing the films.
The second video project is our response to numerous post-clinical assessments. Both clinical instructors and students often cite the area of therapeutic exercise progression and adaptation as one in need of growth. To address this concern, a filming project was added to the Therapeutic Exercise class. The principles of exercise progression and adaptation are explored as students create and film a mock therapy session. The completed video is to illustrate the therapist’s manipulation of such variables as patient position, ROM and speed of the exercise, type of muscle contraction, and the complexity of the skill to best fit the given exercise to the abilities and limitations of the patient.
Both video projects have been successful in facilitating active learning. Students consistently report the projects are very useful in solidifying conceptual materials and developing a deeper understanding of principles of kinesiology and therapeutic exercise. Students are engaged in active learning through making preparations for and actively shooting the video, watching and re-watching the video, creating the script, organizing the materials, expressing thoughts aloud, and creating a project that can be shared. The projects encourage students to interact with each other and with faculty. We have found that students “check in” often, just to confirm that they are correctly explaining motions, accurately portraying patient scenarios or correctly understand the principles they are seeking to illustrate. Students work very hard on their projects, take pride in their finished products and develop clinically relevant problem-solving skills.
Conclusions/Relevance to the conference theme: The Pursuit of Excellence in Physical Therapy Education
The process of creating clinically relevant videos can allow for classroom experiences that cannot be had through traditional teaching methods.
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