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

ShahAli, Shabnam; Shahabi, Saeed; Kohan, Noushin; Takamjani, Ismail Ebrahimi; Ebrahimi, Reyhane

doi:10.1080/21679169.2022.2085789

Cited by 3 publications

(2 citation statements)

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“…In physiotherapy education, the use of blended learning increases: knowledge, practical skills acquisition ( 19 , 21 ), satisfaction/attitude in physiotherapy students ( 20 ) and workload ( 22 ). In line of the literature, the primary outcome of the study suggests that the addition of e-learning to traditional learning improved the success rate of physiotherapy students in gross anatomy.…”

Section: Discussionmentioning

confidence: 99%

Pedagogical impact of integration of musculoskeletal anatomy blended learning on physiotherapy education

Delafontaine,

Saiydoun,

Frigout

et al. 2023

Front. Med.

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BackgroundIn physiotherapy education, blended learning is recognized to be more effective compared to traditional teaching. The aim of this study was to assess the consequences of a musculoskeletal anatomy blended learning program on skills developed by students.MethodsWe conducted an observational retrospective monocentric study in a French physiotherapy school named “X.” Ninety-two first-year students in the 2017–18 baseline group (students with traditional face-to-face learning), and ninety-eight first-year students and ninety-five second-year students in the 2018–19 and 2019–20 blended learning experimental groups was included. A success rate of the anatomy final written exam, defined by the percentage of students scoring 50% or above, was analyzed between 2017 and 2020. We also evaluated the pedagogical value of musculoskeletal e-learning and its usefulness for preparing the student for their anatomy final written exam at «X».ResultsWe observed an improvement in the success rate of the anatomy final written exam between the 2017–18 baseline group, 2018–19 and 2019–2020 experimental groups during first (Kruskal–Wallis = 74.06, df = 2, p < 0.001) and second semester (Kruskal–Wallis = 173.6, df = 2, p < 0.001). We obtained a data survey and questionnaire response rate of 74% (n = 89/120) for the 2018–19 and 62% (n = 72/116) for the 2019–20 experimental groups. Concerning questionnaire response, they were no significant statistical difference between 2018–19 and 2019–20 experimental groups.ConclusionBlended learning could improve student success rate of the anatomy final written exam and learning of professional physiotherapy skills.

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Section: Discussionmentioning

confidence: 99%

Pedagogical impact of integration of musculoskeletal anatomy blended learning on physiotherapy education

Delafontaine,

Saiydoun,

Frigout

et al. 2023

Front. Med.

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“…Although ethics is a branch of philosophy and with the concept of values related to human behavior, according to the rightness and wrongness of certain actions and motives, and moral principles govern the behavior or performance of an individual's activity, but with age, Cultural group, ethnic background, religion, life experiences and education can have different interpretations [15]. Therefore, it is necessary that normative ethics, in other words, the standards of correctness and incorrectness of ethical measurement tools in cyberspace, should be examined separately in different local cultures and traditions in terms of con dentiality and privacy, data security and cyber security [16].…”

Section: Introductionmentioning

confidence: 99%

Psychometrics of the Persian version of Cyber Ethics Instrument among virtual students of medical sciences universities, Iran

Oveisi,

Kohan,

Tabatabaeichehr

et al. 2024

Preprint

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Introduction This study extended previous psychometric evaluations of the Persian version of Cyber Ethics Instrument (PCEI) by determining the factor structure, and internal consistency and providing convergent and discriminant evidence for its validity. Method In this descriptive study, we evaluated the psychometrics of the PCEI among virtual students of medical sciences universities in Iran from 2021 to 2023. Participants were 163 undergraduate students from two consecutive semesters in the same academic year. They ranged in age from 17 to 24 (M = 18.7, S.D. = 1.0) and 50.3% were women. The CEI tool which was developed by Winfred Yaokumah was used. Results A seven-factor solution emerged (32 items), invariant across gender and semester. These items were combined to create a PCEI with an overall reliability equal to 0.944. Results showed comparative fit index (CFI = .711), normed fit index (NFI = .635), TLI = .681, and root mean square error of approximation (RMSEA = .118). The 25 items that loaded on the model were Composite Reliability (CR) from 0.7315 to 0.8998 and Average Variance Extracted (AVE) from 0.4375 to 0.7142. Conclusion The results established the viability of PCEI for measuring cyber ethics in Iranian students. It deals with ethical issues and considerations concerning technology and online interactions, encompassing a wide range of topics such as Academic Integrity, Netiquette, Cyber Safety, Computer Ethics, Cyber Privacy, Cyber Security, and Cyber Protection to create a safe, inclusive, and ethical online environment.

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Physiotherapy Education in the Digital Era

Tomé

Coelho

2023

Handbook of Research on Instructional Technologies in Health Education and Allied Disciplines

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The area of physiotherapy education has entered the digital era where teachers and students are provided with new teaching and learning paradigms. Comparable with other disciplines, the technology integration into physical therapy practice and curriculum is expected to deliver both advantages and disadvantages. Therefore, the purpose of this chapter is to explore the expanding role of educational technologies in physiotherapy education and training. Uncovering the enablers and barriers of delivering physical therapy knowledge and skills using instructional technologies may help academic institutions in improving problem-solving and clinical reasoning skills among students. This chapter focused on emerging digital tools and platforms, such as virtual learning environments, massive open online courses, virtual reality, digital games and gamification, and simulation. The roadmap of educational technologies provided here raises attention to the integration of new and innovative technology solutions into physiotherapy education.

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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

Cited by 3 publications

References 42 publications

Pedagogical impact of integration of musculoskeletal anatomy blended learning on physiotherapy education

Pedagogical impact of integration of musculoskeletal anatomy blended learning on physiotherapy education

Psychometrics of the Persian version of Cyber Ethics Instrument among virtual students of medical sciences universities, Iran

Physiotherapy Education in the Digital Era

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