The Effect of Videotape-Based Feedback vs. Field-Based Feedback on the Development of Applied Clinical Skills

Abstract

All students enrolled in music therapy practicum during spring semester, 1979 participated in an experiment comparing the effectiveness of two supervisory feedback conditions. Each student received videotape-based feedback for one half of the semester and immediate field-based feedback for the remainder of the semester. Improvement of specific leadership skills during music therapy sessions within community agencies was measured by a behavioral rating form and the Hanser/Parkinson Observation Form. A comparison of conditions revealed no significant differences in performance. An interesting finding, however, was that during the second portion of the semester students improved at a greater rate than during the first half regardless of the feedback condition. Students had significantly higher behavior ratings (p < .05) during the last one half of the semester. Data generated in this study should offer the music therapy instructor or supervisor the option to decide between types of feedback based on other pertinent variables.