Learning and Teaching Investment Fund 2011

Summary of projects

Poster of Project - Evaluation of a learning video package to integrate theory and practice and enhance clinical decision making skills

Project title

Evaluation of a learning video package to integrate theory and practice and enhance clinical decision making skills

Project leaders

Amanda Kimpton

Project team

  • Jennifer Hallam
  • Heather Pisani
  • Ray Myers

Project summary

The video learning packages are presentations of simulated clinical cases based on real life problems. These learning tools have evolved from paper-based case studies introduced in 2008 when we responded to student and staff feedback by introducing case-based teaching. These were designed to strengthen the integration between core courses and between the classroom and the clinic. The benefits of this initiative were reflected in much higher Course Experience Survey (CES) scores. In 2009 we developed videos of two clinical presentations that were integrated into a core chiropractic course. The impact of this initiative was also reflected in a much higher CES score. In 2010 we evaluated the impact of the videos on chiropractic and nursing student learning outcomes. Preliminary findings indicated that students found the real life video simulations more engaging and informative than text based learning approaches and many requested the videos to be further embedded into course assessment. Based on these outcomes the aim of this project was to produce further videos to assist in the development of learning tools that were work relevant.

This has been a collaborative project with input from 22 industry experts from medicine, nursing, osteopathy, Chinese Medicine, physiotherapy and chiropractic. The industry expert’s role included critique of existing video learning packages to assist in the development of learning tools that were work relevant. This was achieved by a Delphi study with up to 77% of the experts approached contributing to the study. The outcomes from the Delphi study included a list of headache types and physical examination techniques that work relevant. These findings were one of many which assisted in the design and development of further video learning packages.

The project has produced 5 video learning packages that are a model of work relevant practice based on real life problems and which espouse theory into practice. These learning packages include clinical presentations of patients with headache that cover history taking and physical examination. The headache types include migraine without aura, migraine with aura, giant cell arteritis, tension and cluster headache. These clinical scenarios add to the existing video learning packages previously produced resulting in a suite of 7 headache presentations for student learning and engagement.

Evaluation of the video learning packages has commenced with incorporation and assessment of the video learning packages in a core osteopathic course. The student experience was assessed by survey and focus group. The early indicators from this pilot study are that the video learning packages assist with effective engagement of students and contribute to changes in how students are learning and what type of knowledge they are gaining. Further evaluation of the video learning packages is planned for 2012 in post-project studies.


There has been no scholarly output of outcomes to date - as data collection was not completed until the end of 2011. The analysis of this data is in process and dissemination of these findings is being reviewed.

There are no instruction guides specific for the video learning packages as this is dependent on the application of this learning tool. For this project RMIT University’s media annotation tool (MAT) was used for the incorporation and assessment of the video learning packages. Hence, the instruction guides for MAT were utilised for this study (as per LTIF project: Using a media annotation tool to enhance learning that is work-relevant and enables industry collaboration – A multiple case study evaluation across disciplines and sectors to inform models to achieve this)

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