Physiotherapy students’ perspectives of online e-learning for interdisciplinary management of chronic health conditions: a qualitative study

Gardner, Peter; Slater, Helen; Jordan, Joanne E; Fary, Robyn; Chua, Jason; Briggs, Andrew M.

doi:10.1186/s12909-016-0593-5

Cited by 51 publications

(59 citation statements)

References 54 publications

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“…In addition, it develops appropriate interaction between and amongst learners and facilitators that would enhance learning by making it more integrated and contextualised, with the possibility of bringing learners a high level of exciting and stimulating learning [46,50]. The following two extracts illustrate this: E-learning provides the opportunity for instructors or teachers to teach better, since it allows them to • 250-300 1 (4.16%)…”

Section: Enablers or Driversmentioning

confidence: 99%

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A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

2020

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Background: Recently, much attention has been given to e-learning in higher education as it provides better access to learning resources online, utilising technologyregardless of learners' geographical locations and timescaleto enhance learning. It has now become part of the mainstream in education in the health sciences, including medical, dental, public health, nursing, and other allied health professionals. Despite growing evidence claiming that e-learning is as effective as traditional means of learning, there is very limited evidence available about what works, and when and how e-learning enhances teaching and learning. This systematic review aimed to identify and synthesise the factorsenablers and barriersaffecting e-learning in health sciences education (el-HSE) that have been reported in the medical literature. Methods: A systemic review of articles published on e-learning in health sciences education (el-HSE) was performed in MEDLINE, EMBASE, Allied & Complementary Medicine, DH-DATA, PsycINFO, CINAHL, and Global Health, from 1980 through 2019, using 'Textword' and 'Thesaurus' search terms. All original articles fulfilling the following criteria were included: (1) e-learning was implemented in health sciences education, and (2) the investigation of the factorsenablers and barriersabout el-HSE related to learning performance or outcomes. Following the PRISMA guidelines, both relevant published and unpublished papers were searched. Data were extracted and quality appraised using QualSyst tools, and synthesised performing thematic analysis. Results: Out of 985 records identified, a total of 162 citations were screened, of which 57 were found to be of relevance to this study. The primary evidence base comprises 24 papers, with two broad categories identified, enablers and barriers, under eight separate themes: facilitate learning; learning in practice; systematic approach to learning; integration of e-learning into curricula; poor motivation and expectation; resource-intensive; not suitable for all disciplines or contents, and lack of IT skills. Conclusions: This study has identified the factors which impact on e-learning: interaction and collaboration between learners and facilitators; considering learners' motivation and expectations; utilising user-friendly technology; and putting learners at the centre of pedagogy. There is significant scope for better understanding of the issues related to enablers and facilitators associated with e-learning, and developing appropriate policies and initiatives to establish when, how and where they fit best, creating a broader framework for making e-learning effective.

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Section: Enablers or Driversmentioning

confidence: 99%

“…Integrated, clinically-oriented interdisciplinary learning that focuses on knowledge and skills to encourage "learning through doing" is an important attribute of online e-learning [46].…”

Section: Countriesmentioning

confidence: 99%

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

2020

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“…Thirty percent of students had no experience in developing or implementing chronic disease management plans, which highlights potential knowledge and skills gaps in chronic disease management. Although this finding may point to curricula gaps, it may also be related to acute care‐focused training sites and curricula (particularly for medical students) and the need to better link theory, or “knowing,” with “doing’” for musculoskeletal disease management . Optimizing entry‐to‐practice curricula that support knowledge and skills in chronic disease management is essential to ensure alignment with contemporary evidence for OA care and creation of a workforce that is confident to participate in effective interprofessional management of a high‐prevalence and high‐burden condition.…”

Section: Discussionmentioning

confidence: 99%

Confidence and Attitudes Toward Osteoarthritis Care Among the Current and Emerging Health Workforce: A Multinational Interprofessional Study

Briggs

Hinman

Darlow

et al. 2019

ACR Open Rheumatology

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Objective. To measure confidence and attitudes of the current and emerging interprofessional workforce concerning osteoarthritis (OA) care.Methods. Study design is a multinational (Australia, New Zealand, Canada) cross-sectional survey of clinicians (general practitioners [GPs], GP registrars, primary care nurses, and physiotherapists) and final-year medical and physiotherapy students. GPs and GP registrars were only sampled in Australia/New Zealand and Australia, respectively. The study outcomes are as follows: confidence in OA knowledge and skills (customized instrument), biomedical attitudes to care (Pain Attitudes Beliefs Scale [PABS]), attitudes toward high-and low-value care (customized items), attitudes toward exercise/physical activity (free-text responses).Results. A total of 1886 clinicians and 1161 students responded. Although a number of interprofessional differences were identified, confidence in OA knowledge and skills was consistently greatest among physiotherapists and lowest among nurses (eg, the mean difference [95% confidence interval (CI)] for physiotherapist-nurse analyses were 9.3 [7.7-10.9] for knowledge [scale: 11-55] and 14.6 [12.3-17.0] for skills [scale: 16-80]). Similarly, biomedical attitudes were stronger in nurses compared with physiotherapists (6.9 [5.3-8.4]; scale 10-60) and in medical students compared with physiotherapy students (2.0 [1.3-2.7]). Some clinicians and students agreed that people with OA will ultimately require total joint replacement (7%-19% and 19%-22%, respectively), that arthroscopy is an appropriate intervention for knee OA (18%-36% and 35%-44%), and that magnetic resonance imaging is informative for diagnosis and clinical management of hip/knee OA (8%-61% and 21%-52%). Most agreed (90%-98% and 92%-97%) that exercise is indicated and strongly supported by qualitative data.Conclusion. Workforce capacity building that de-emphasizes biomedical management and promotes high-value first-line care options is needed. Knowledge and skills among physiotherapists support leadership roles in OA care for this discipline.

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“…Feedback from this course suggested that a practical element may have been helpful to students. Blended learning combines online with face to face teaching and has been well received by both students and staff in the field of medical education (Eksteen 2011, Gardner et al 2016. It should be noted that students felt the need for a practical component of the online course rather than the course being delivered completely in the traditional face to face method.…”

Section: : Consider Blended Learningmentioning

confidence: 99%

Postgraduate Online Teaching in Healthcare: An Analysis of Student Perspectives

Forde

Gallagher

2020

OLJ

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The use of online learning in postgraduate teaching has increased dramatically in recent years. Health-care professionals can benefit from the flexibility afforded by online learning to fulfil their continuing professional development goals. Understanding student expectations, concerns, and experiences of such courses is crucial for the development and successful facilitation of this education modality. The aim of this paper was to examine student perspectives of an online postgraduate certificate in clinical exercise prescription. A set of recommendations based on these findings was also created which may serve to inform those involved in online education.Students expressed their expectations and concerns about taking the course before it began, and completed surveys on their experience after module completion. A multi-method approach using both qualitative content analysis and quantitative survey analysis was used to analyze student responses on the online modules in the virtual learning environment.Students (n = 19) had a combination of academic, personal, and clinical expectations entering the course. Concerns entering the course included ability to reach academic standards set by the course due to personal circumstances or lack of academic ability; the ability to manage time and workload; and the online nature of the course. Students felt supported throughout the course, although some had difficulties keeping up with the workload or managing their time. Results of this study can be used to inform the structure and coordination of online modules, in particular in the postgraduate healthcare setting.

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Physiotherapy students’ perspectives of online e-learning for interdisciplinary management of chronic health conditions: a qualitative study

Cited by 51 publications

References 54 publications

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

Confidence and Attitudes Toward Osteoarthritis Care Among the Current and Emerging Health Workforce: A Multinational Interprofessional Study

Postgraduate Online Teaching in Healthcare: An Analysis of Student Perspectives

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