Lab Simulation Summary

Video learning is a learning modality that is highly used in many curriculums and different programs. It can be difficult to find videos that are associated with the class lecture, but it can also provide an opportunity to learn off of errors based on self-recordings. In a study by Giles et al. (2014), occupational therapy students participated in a lab simulation and were video recorded during the entire process. This allowed the students to receive feedback and analyze their performance related to the lab simulation. Because technology continues to develop, many schools use specific online platforms that create an easy access to online learning videos for students. McAlister (2014) used self-recorded videos of range of motion and manual muscle testing (MMT) and uploaded them to YouTube for the students to review. A questionnaire was

The results from this study suggested that there were no differences in test scores between the two modalities, but students preferred live instruction because of the teacher to student interaction during questions. However, literature uses video learning to test different components such as knowledge or skilled instructions pertaining to a specific task. Biard, Cojean, & Jamet, (2017), reviewed the effects of video learning using 68 occupational therapy students and the video focused on explaining how to make a hand orthoses. This literature used three different methods of video learning where one group could not pause the video, the second group can pause the video, and the third video had segmental pauses. Overall the results found segmented pacing had a better learning outcome and performed better during the hand orthoses making versus the group that could not pause and the group who could pause at their own discretion (Biard et al.,