Physical Therapy Graduate Perceptions of the Didactic Use of GoReact Video Assessment Software and Work Readiness

Abstract

Introduction: Physical therapy education programs adopting online teaching and learning must ensure students acquire the necessary skills for optimal professional work readiness, including appropriate assessment and feedback in the online environment. The purpose of this qualitative study was to explore the perceptions of Doctor of Physical Therapy (DPT) graduates' professional work readiness after using GoReact video assessment software at an accredited DPT education program in the United States. Methods: Semi structured interviews were conducted with 15 DPT graduates via virtual teleconferencing software. Interview data were analyzed using descriptive and emotion coding. Results: Results indicated that most participants held an overall positive view of GoReact as it related to their preparedness for professional physical therapist practice, with feedback, self-reflection, repetition, and freedom of use noted as most beneficial. Negative opinions of GoReact and work readiness primarily involved the lack of in-person tactile feedback on psychomotor skills and technical challenges regarding recording angles and upload speeds. Participants also offered helpful suggestions for the use of GoReact in physical therapy and other health professions education programs. Discussion: As more professional physical therapy education programs adopt online teaching and learning practices, there is a need for innovative technology to supplement and possibly replace conventional instruction, assessment, and feedback methods to positively impact DPT graduates' professional clinical work readiness. Understanding DPT graduate perceptions of GoReact and work readiness supports the greater need for innovative education research and practices to ensure students develop the psychomotor skills necessary for optimal work readiness.