The purpose of this study was to examine whether video feedback would improve entry-level physical therapy students’ ability to perform the psychomotor skill of lumbar spine manipulation (LSM). A convenience sample of 32 male and female first year Doctor of Physical Therapy (DPT) students was randomized to one of two groups: the experimental group and the control group. Any student having a physical condition that would preclude ability to perform the manipulation technique was excluded. A pilot study was conducted prior the main study to examine reliability, validity, and internal consistency of the Manipulation Performance Rating Tool (MPRT). The main study used a prospective, randomized experimental design. Examiners/raters were clinded to group assignment. All subjects were instructed in the performance of LSM. Participant performance of the manipulation technique was video recorded three times for all participants: once at baseline (VI), once after instruction and practice (V2 or “acquisition”), and once after a week of no practice (V3 or “retention”). Each participant in the experimental group viewed the video recording of his/her individual baseline performance as a part of the practice session; those in control group did not. Two raters scored each LSM performance two separate times in random sequence using the MPRT. A 2×3 repeated measures ANOVA was performed to analyze any differences within or between groups at each time point. Interobserver and intra-observer reliability was determined using intraclass correlation coefficients. Educationally meaningful raw effect size was predetermined as a 15% change in MPRT score from baseline. Pilot study results establish face validity, moderate to high intra and interrater reliability, and high internal consistency for the MPRT. The effect of time showed that both groups improved from baseline to acquisition and retention. The main effect of group was non-significant. The group x time interaction effect was not significant, although the experimental group improved by 8% from baseline to acquisition compared to a smaller improvement of 4% over the same interval for the control group. Instruction in spinal manipulation techniques with and without video feedback resulted in statistically significant learning effects, with average performance meeting a “passing” score above 80% on the MPRT, and acquisition scores being higher than retention scores in both groups. There was not a significant or educationally meaningful difference in performance scores between students who used video feedback compared to those who did not.
