Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Blended learning (BL) combines both face-to-face learning (FL) and online learning. There is no evidence about the effects of a BL program in cardiac physiotherapy education. This study aimed at comparing the effectiveness of a BL program versus a FL program in Physiotherapy Degree students on knowledge, competencies, satisfaction, perceptions, usability, BL acceptance, attitudes and behaviours. An assessor-blinded randomized trial was performed.
Blended learning (BL) combines both face-to-face learning (FL) and online learning. There is no evidence about the effects of a BL program in cardiac physiotherapy education. This study aimed at comparing the effectiveness of a BL program versus a FL program in Physiotherapy Degree students on knowledge, competencies, satisfaction, perceptions, usability, BL acceptance, attitudes and behaviours. An assessor-blinded randomized trial was performed. A total of 100 students were randomly allocated to a BL group (BLG, n=48), or a FL group (FLG, n=52). The BLG received face-to-face classes plus online re-sources (online syllabus, Moodle, scientific-based videos and websites, activities, glossary, and apps). The FLG received face-to-face classes and hardcopy resources (hardcopy syl-labus, scientific-based information, activities, and glossary). Knowledge, ethical and gen-der competencies, satisfaction, and perceptions were assessed pre- and post-intervention. Usability, BL acceptance, attitudes and behaviours were assessed post-intervention.
Not provided
Not provided
Not provided
Not provided
Not provided
| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Blended-learning group | Experimental | The BL program included paced, asynchronous online learning modules and scheduled online activities with strategic face-to-face lectures. |
|
| Face-to-face learning group | Active Comparator | Face-to-face classes. |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Blended-learning group | Other | The BL program included paced, asynchronous online learning modules and scheduled online activities with strategic face-to-face lectures. Resources: 1) Moodle platform: it was used as a virtual communication platform. 2) Online syllabus: an online specific syllabus about cardiac physiotherapy was developed. 3) Online glossary: an online glossary performed by the teacher was available for the students. 4) Online videos: several videos of international and national scientific societies were provided. 5) Websites: several links to websites of international and national scientific societies such as the European Society of Cardiology, the American Heart Association or the World Heart Federation were used. 6) Online activities: five four-question online activities were created. 7) Apps, using the app Ariadna to prevent from cardiovascular risk and look for defibrillators around; 8) Online tutorship, through an online communication platform (Blackboard Collaborate). |
| Measure | Description | Time Frame |
|---|---|---|
| Knowledge acquisition | Multiple-choice test. Score from 0 to 10 .The higher the score, the greater the knowledge. | 5 minutes |
| Measure | Description | Time Frame |
|---|---|---|
| Cross-curricular ethical and gender competencies | Higher Education, Transversal Skills and Gender Questionnaire. From 1 to 42. The higher the score, the more ethical and gender competencies are acquired. | 5 minute |
| Satisfaction with the program |
Not provided
Inclusion Criteria:
Exclusion Criteria:
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
| Name | Affiliation | Role |
|---|---|---|
| Elena Marqués Sulé, Dra | Univeristy of Valencia | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| University of Valencia | Valencia | 46010 | Spain |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 33751113 | Background | Ng L, Seow KC, MacDonald L, Correia C, Reubenson A, Gardner P, Spence AL, Bunzli S, De Oliveira BIR. eLearning in Physical Therapy: Lessons Learned From Transitioning a Professional Education Program to Full eLearning During the COVID-19 Pandemic. Phys Ther. 2021 Apr 4;101(4):pzab082. doi: 10.1093/ptj/pzab082. |
| Label | URL |
|---|---|
| Blended Learning: The impact of blackboard formative assessment on the final marks and students' perception of its effectiveness | View source |
Not provided
Not provided
An assessor-blinded two-armed randomized trial
Not provided
Not provided
The assessor was blinded to the participants interventions.
|
| Face-to-face learning group | Other | The FLG included: 1) Face-to-face classes; 2) Hardcopy syllabus; 3) Hardcopy scien-tific societies information; 4) Face-to-face activities: four questions per each theme; 5) Hardcopy glossary; and 6) Face-to-face tutorships. In all cases, the content of the infor-mation provided was the same as the information provided to the BLG, although in a face-to-face design. |
|
6-item Yang's Satisfaction Questionnaire. From 1 to 24. The higher the score, the greater the satisfaction with the program.
| 5 minute |
| Perceptions and evaluation of the program | 8-item Kavadella's Perceptions Questionnaire. From 1 to 40 points. The higher the score, the better the perceptions and evaluation of the program. | 5 minutes |
| Usability of the virtual platform | System Usability Scale. The total SUS score (0 to 100) can be interpreted as not acceptable (0-64), acceptable (65 to 84), or excellent (85 to 100) | 5 minutes |
| Blended-learning acceptance | 4-item Blended Learning Acceptance Scale. From 1 to 28 points. The higher the score, the greater the acceptance. | 5 minutes |
| Students' attitudes towards e-learning and e-learning behaviour | Questionnaire comprising 3 items (how much Moodle helped you, willingness of using Moodle, interest in e-learning). The higher score, the greater attitudes towards e-learning and e-learning behaviour. | 5 minutes |
| Blended learning in health education: three case studies | View source |