Innovative Teaching Practices in Health Science Education: Using Video-based Technology as a Tool to Develop and Assess Student Skills

Concurrent Session 4

Session Materials

Brief Abstract

Meaningful engagement with students is challenging in an online environment. Video-based technologies can maximize interaction and student learning by providing a platform to practice skills and receive timely, individualized feedback. Implementation of such technology can enhance student learning and assessment across a variety of educational settings.


Melissa Green is a physical therapist and full time core faculty and instructor in the University of St. Augustine for Health Sciences (USAHS) Doctor of Physical Therapy Flex Program. She has been serving as an instructor at USAHS since 2018 and she teaches primarily in the neuromuscular curriculum. Prior to joining the University, Melissa worked as a physical therapists for 9 years, primarily in the outpatient division, however obtained experience in a variety of rehabilitation settings. She pursued a specialization in neurologic rehabilitation, including completion of a neurologic residency program with the Brooks Institute of Higher Learning in 2014 and earned a board certification specialization in neurologic physical therapy (NCS) in 2015. She also served in an administrative role as the Outpatient Division Neuro Program Coordinator for 4 years prior to teaching full time. This role involved coordinating education and best practice delivery among various clinics that offer neurologic rehabilitation in the division. Melissa is a 2009 graduate of the University of St. Augustine for Health Sciences and holds a Doctor of Physical Therapy (DPT) degree, along with a Bachelor of Arts in Education, with an emphasis in Kinesiology/Exercise Science from the University of Kentucky. She is currently enrolled in a PhD program in General Psychology with an emphasis in Performance Psychology at Grand Canyon University. Her research interests include neurologic rehabilitation and the the influence of psychological states on psychomotor performance of students, patients and fellow physical therapists.
Dr. Elvis Lopez first became a physical therapist assistant 1997; then in 2000, he received a Bachelor of Science degree in Organizational Management from Nyack College in New York. In 2004, he graduated with a Master of Science in Physical Therapy from Florida International University in Miami; then in 2007, he completed an Orthopedic Residency at The Ola Grimsby Institute based in California. In 2008, he earned his Doctor of Physical Therapy degree from Andrew Taylor Still University; then, 2018 his Doctor of Education degree. He continues taking educational courses from different institutions, including courses from Harvard Medical School. Currently he is a full time Assistant Professor at the University of Saint Augustine.

Extended Abstract

Students studying to become health care professionals often are required to develop and refine psychomotor skills as part of their education. Physical therapy students dedicate a great deal of time practicing examination and intervention techniques related to improving human movement. In a hybrid doctor of physical therapy (DPT) program, limited in-person instruction and practice time can be a barrier for students as they work to refine hands-on skills. Further, the COVID-19 pandemic posed additional challenges in education including a reduction in face to face instruction, practice, and assessment of psychomotor skills. Psychometric skills are essential in physical therapy education and must be assessed in order to assure safety and competence. 

Innovative technologies such as GoReact provide opportunities for meaningful engagement between students and faculty from a distance. This platform allows learners to practice skills and receive individualized feedback virtually in a synchronous or asynchronous manner. It facilitates individuals or groups of students to think critically and problem solve through different learning activities. To support student learning and engagement during Covid 19, when live classroom interaction was extremely limited, GoReact was implemented in numerous clinical classes across our DPT program. Because of its success, we have continued to utilize the video-based technology to provide additional opportunities for engagement and feedback. 

This presentation will provide a description of how GoReact was implemented in our hybrid DPT program including a demonstration of various examples illustrating how this technology promoted active learning for students in a hybrid program. Qualitative data gathered from student comments will be presented. An interactive panel discussion of the benefit of integrating versatile technologies like GoReact into educational programs beyond physical therapy and health care will be included. 

Individuals attending this presentation and panel discussion will be able to discuss the benefit of video based technologies like GoReact to improve student engagement and outcomes. They will be able to describe specific strategies for implementation to support learning and assessment of students of various ages and disciplines or areas of study. Lastly, they will be able to articulate considerations for utilizing innovative technology for learning and assessment.