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Abstract

Introduction: Psychomotor skills are an essential aspect of physical therapy (PT) education. Recent studies supported using videoconference technology (VCT) for psychomotor instruction, but research on the use of VCT for psychomotor assessments is limited. Determining the usefulness of VCT for psychomotor exams is vital to establishing best pedagogical practices. The purpose of this basic qualitative study was to explore the faculty experience using synchronous VCT to assess PT students’ psychomotor skills.

Methods: The conceptual framework for this study was the unified theory of acceptance and use of technology (UTAUT). The research question guided the investigation into how PT educators described the psychomotor skill assessment of students using VCT, related to the four constructs of UTAUT: performance expectancy, effort expectancy, social influence, and facilitating conditions. Purposive sampling was used to collect qualitative data via online semistructured interviews of 15 U.S. PT professors.

Results: Data were analyzed using emergent coding and thematic analysis. Key findings were that faculty participants perceived that the use of VCT to assess psychomotor skills was a feasible alternative modality to face-to-face practicals. The use of VCT did not sacrifice achieving good learning outcomes. Faculty identified VCT assessment benefits as convenience, adaptability, and skill acquisition and recognized the challenges of a static camera angle and connectivity and resource issues.

Discussion: This study may foster positive social change by informing PT educators of the value of using VCT for psychomotor assessments, which provided additional educational opportunities, exposed students to telehealth, promoted acceptance of online learning, and improved accessibility for individuals in rural locations.

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