Feasibility of a Multi-Perspective Diagnostic Teaching Feedback Tool in Undergraduate Physiotherapy Education

Background This feasibility study explored the implementation of the diagnostic teaching feedback tool over a ten-day period in an undergraduate physiotherapy course at the Bern University of Applied Sciences. The main goal was to evaluate how feasible it is to incorporate the tool and its ability to facilitate short-term instructional development aligned with learner-oriented instruction (LOI). Method One course instructor, one external observer, and a cohort of physiotherapy students participated. Data were collected twice using questionnaires completed by students, the lecturer (self-evaluation), and the observer, enabling multi-perspective comparison. Results Feasibility was partially achieved: the tool was administered and analyzed within the planned timeframe, but student acceptance was below targets (attrition 17%, adherence 83%). Regression analyses revealed only small to moderate associations between teaching dimensions and Objective Structured Clinical Evaluation performance, and no clear evidence of LOI enhancement. Conclusion Discrepancies between perspectives and low engagement highlight the need for motivational strategies, structured reflection, and observer training. Future research should utilize larger samples, randomized designs, and supplementary assessments to evaluate effectiveness.