The effects of a video game on student performance in the knowledge test in the discipline "Professional Practice and Ethics in Physiotherapy" from the University of Brasilia

Rocha, Ana Clara Bonini; Pereira, Jorge Luís Barreto; Soares, Caio Felipe Teixeira; Barbosa, Priscilla; Silva, Amanda Cindy da; Moraes, André Marques de; Martins, Wagner Rodrigues

doi:10.20396/etd.v19i2.8645950

Cited by 6 publications

(29 citation statements)

References 13 publications

(3 reference statements)

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“…The studies included students at the bachelor's/undergraduates (n = 17), master's/ entry level (n = 1) and DPT programme level (n = 4). Of the included studies, ve were from Australia (25)(26)(27)(28)(29), ve from Spain (30)(31)(32)(33)(34), three from Brazil (35)(36)(37), one from Denmark (38) and eight from the USA (39)(40)(41)(42)(43)(44)(45)(46). Seventeen of the studies had an RCT design (25,(27)(28)(29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39)(40)(41)(42), and ve were cohorts (26,(43)(44)(45)(46).…”

Section: Resultsmentioning

confidence: 99%

“…For the 10 studies that were similar in terms of design, population, interventions and outcomes, we conducted meta-analyses using RevMan 5.3 software (Cochrane Community worldwide) (27,28,(30)(31)(32)(33)(34)(44)(45)(46). Twelve studies were too heterogeneous and were not included in the meta-analyses (25,26,29,(35)(36)(37)(38)(39)(40)(41)(42)(43). They are described and summarized narratively in the text and Table 2.…”

Section: Resultsmentioning

confidence: 99%

“…The duration of exposure to the digital learning designs ranged from 10 hours to two semesters. In the blended learning designs, 21 studies used different digital learning technology and software-such as interactive websites/apps, multimodal online environments (e.g., videos, animations and gures), recorded videos/lectures/tutorials, simulation learning videos with virtual cases/scenarios, podcasts and educational videogames-to present and facilitate the learning materials and to assess the learning outcomes on practical skills and/or knowledge acquisition (25)(26)(27)(28)(29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39)(40)(42)(43)(44)(45)(46).…”

Section: Description Of Interventionsmentioning

confidence: 99%

“…We determined that the overall risk of bias was higher for the cohort studies (26,(43)(44)(45)(46) than the RCTs (25,(27)(28)(29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39)(40)(41)(42), (Figure 2). The cohort's studies had a high risk of selection bias and attrition bias.…”

Section: Risk Of Bias Assessmentmentioning

confidence: 99%

“…The RCTs (25,(27)(28)(29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39)(40)(41)(42), had a low or unclear risk of bias in the domains of performance bias, detection bias and reporting bias ( Figure 2). It was not possible to blind the students to the digital learning design interventions.…”

Section: Risk Of Bias Assessmentmentioning

confidence: 99%

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Digital learning designs in physiotherapy education: A systematic review and meta-analysis.

Ødegaard

Myrhaug

Dahl-Michelsen

et al. 2020

Preprint

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Background: Digital learning designs have the ability to support teaching and learning within higher education. However, the research on digital learning designs within physiotherapy education is limited. This study aims to identify and investigate the effectiveness of digital learning designs in physiotherapy education.Methods: The study was designed as a systematic review and meta-analysis of randomized and non-randomized trials. A search of eight databases on digital learning designs and technology was conducted. Study selection, methodology and quality assessment were performed independently by three reviewers. The included studies were mapped according to the types of digital interventions and studies. For similar interventions, the learning effects were calculated using meta-analyses.Results: Altogether, 22 studies were included in the review (17 randomized controlled trials and five cohort studies). A blended learning design was used in 21 studies, a flipped classroom model in five and a distance learning design in one. Altogether, 10 of the 22 articles were included in meta-analyses, which showed statistically significant effects for flipped classrooms on knowledge acquisition (standardized mean difference [SMD]: 0.41; 95% confidence interval [CI]: 0.20, 0.62) and for interactive websites or applications (apps) on practical skills (SMD: 1.07; 95% CI: 0.71,1.43). The meta-analysis of different interactive websites/apps on knowledge acquisition favoured traditional teaching (SMD: 0.51; 95% CI:-0.80,1.82), but this was not statistically significant. Overall, the effects indicated that blended learning designs are equally as or more effective than traditional classroom teaching to achieve learning outcomes. Distance learning showed no significant differences compared to traditional classroom teaching.Conclusions: The results indicate that digital learning designs in the form of blended learning and distance learning were equally or more effective compared to traditional teaching in physiotherapy education. The meta-analysis revealed a significant effect on student learning in favour of flipped classrooms and interactive websites/apps. However, these results must be confirmed in larger controlled trials. Further, research should investigate how digital learning designs can facilitate students’ learning of practical skills and behaviour, learning retention and approaches to studying as well as references for teaching and learning in digital learning environments.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Description Of Interventionsmentioning

confidence: 99%

Section: Risk Of Bias Assessmentmentioning

confidence: 99%

Section: Risk Of Bias Assessmentmentioning

confidence: 99%

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Digital learning designs in physiotherapy education: A systematic review and meta-analysis.

Ødegaard

Myrhaug

Dahl-Michelsen

et al. 2020

Preprint

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Entwicklung eines beispielhaften kompetenzorientierten Blended-Learning-Konzeptes für die Physiotherapie-Ausbildung

Cordes

2024

physioscience

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Zusammenfassung Hintergrund Zukünftige Physiotherapeut*innen müssen gleichermaßen auf fachliche und fachübergreifende Herausforderungen in einer digitalen Lebens- und Arbeitswelt vorbereitet werden. Gefördert werden sollte neben der Entwicklung von Fachkompetenz auch die Entwicklung von personalen Kompetenzen sowie digitaler Medienkompetenz. Ziel Entwicklung eines beispielhaften kompetenzorientierten Blended-Learning-Konzeptes für die Physiotherapie-Ausbildung. Methoden 1) Systematische Literaturrecherche, 2) Online-Umfrage unter Lernenden und Lehrenden einer Berufsfachschule für Physiotherapie, 3) Entwicklung eines beispielhaften kompetenzorientierten Blended-Learning-Konzeptes und 4) Validierung des entwickelten Konzeptes im Rahmen eines Expert*innen-Workshops. Ergebnisse 1) International wird zur Förderung von Kompetenzentwicklung Problemorientiertes Lernen (POL) in der Physiotherapie-Ausbildung eingesetzt, wobei die Umsetzung teils erheblich variiert. Hinsichtlich Blended Learning gibt es keine eindeutigen Ergebnisse, die auf besonders geeignete Tools hinweisen. Entscheidend ist für den Einsatz beider Konzepte die Berücksichtigung der Voraussetzungen der Lernenden und Lehrenden bei sämtlichen Überlegungen und Entscheidungen. Die Auswertung der Literatur ergab, dass insgesamt 9 Themenblöcke für die Entwicklung eines kompetenzorientierten Blended-Learning-Konzeptes relevant sind. 2) Die Online-Umfragen unter den Lernenden und Lehrenden der ausgewählten Berufsfachschule ergaben, dass diese bereit sind, an einzelnen Tagen bis hin zu einzelnen Wochen mit POL zu arbeiten. Die Lernenden bevorzugen analoge Lernmaterialien, während die Lehrenden sich vorstellen können, mit unterschiedlichen digitalen Materialien zu arbeiten. 3) Das beispielhaft entwickelte kompetenzorientierte Blended-Learning-Konzept beinhaltet sowohl eine Steigerung des zeitlichen Umfangs der Lerneinheiten als auch der fachlichen Anforderungen über die Dauer der Ausbildung. Als Lernmaterialien werden digitale Präsentationen, digitale Fachliteratur sowie Videos eingesetzt. 4) Die Expert*innen schätzen das entwickelte kompetenzorientierte Blended-Learning-Konzept als umsetzbar ein und empfehlen 2 Erweiterungen. Schlussfolgerung Es konnte, basierend auf dem entwickelten Konzeptentwicklungsprozess, ein beispielhaftes und als implementierbar eingeschätztes kompetenzorientiertes Blended-Learning-Konzept entwickelt werden. Im nächsten Schritt sollte eine wissenschaftlich begleitete Implementierung erfolgen, um die Umsetzbarkeit dieses Blended-Learning-Konzeptes zu überprüfen.

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Using e-learning methods for physiotherapy students learning – a systematic review and meta-analysis of the impact on knowledge, skills, satisfaction and attitudes

ShahAli

Shahabi

Kohan

et al. 2022

European Journal of Physiotherapy

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The effects of a video game on student performance in the knowledge test in the discipline "Professional Practice and Ethics in Physiotherapy" from the University of Brasilia

Cited by 6 publications

References 13 publications

Digital learning designs in physiotherapy education: A systematic review and meta-analysis.

Digital learning designs in physiotherapy education: A systematic review and meta-analysis.

Entwicklung eines beispielhaften kompetenzorientierten Blended-Learning-Konzeptes für die Physiotherapie-Ausbildung

Using e-learning methods for physiotherapy students learning – a systematic review and meta-analysis of the impact on knowledge, skills, satisfaction and attitudes

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