Hybrid learning is expanding in physical therapy education; however, a limited empirical understanding of the psychomotor domain exists in this context. Moreover, the current literature presents conflicting results. Psychomotor skill instruction traditionally uses live demonstration followed by student practice. This study compared student learning outcomes between the traditional approach and learning management system multimedia instruction in Doctor of Physical Therapy students. Using a cross-over design, half of the psychomotor techniques were instructed using each instructional strategy for cohort one and switched for cohort two. A practical examination compared student performance. Live demonstration scores were slightly higher than the LMS-embedded multimedia scores for the upper extremity techniques. While the differences were statistically significant, the partial eta squared value is small. This pattern was reversed for the lower extremity with slightly lower live demonstration scores compared to the LMS-embedded multimedia instruction. However, the difference between means was not statistically significant, revealing similar outcomes for both instructional strategies.