Investigating the efficacy of practical skill teaching: a comparison of three methods: data

The purpose of the data collected and analysed by Stephen Maloney, Prue Morgan, Sophie Paynter and Michael Storr (Monash University, Department of Physiotherapy) was to guide Physiotherapy academic staff to make informed decisions when considering effective use of teaching methods and resources for practical skill development. 3 groups of Physiotherapy 3rd year students (Monash University Peninsula campus) were exposed to 3 different teaching methods, self-directed video tutorial, video self-modelling with reflection and live tutor demonstration. The 3 methods were analysed via assessment of clinical skill performance using a common mock exam, the Mock Observe Structured Clinical Examination (MOSCE). 9 examiners assessing the students were blind to project teaching methods. Data on the three different educational methods of teaching practical skills for efficiency and effectiveness combined with student's perceptions of their learning experience were collected. Students were surveyed on their perceptions of the teaching method they were exposed to 10 minutes after completing the mock exam. Data includes approximately 60 hard copy survey data responses of student perceptions and approximately 60 student mock exam data results. Each group's exam results and survey responses were collated into 3 excel and 3 STATA files for analysis.