Effectiveness of a blended learning intervention in cardiac physiotherapy. A randomized controlled trial

Frontiers in Public Health

Public Health

Juan Luis Sánchez-González¹  Noemí Moreno-Segura²  Elena Muñoz-Gómez²  Trinidad Sentandreu-Mañó²  Regina Ruiz de Viñaspre-Hernández³  Raúl Juárez-Vela³  Sofía Pérez-Alenda⁴  Elena Marques-Sule⁴  Juan J. Carrasco⁴  Natalia Cezón-Serrano⁴ 

[1]Department of Nursing and Physiotherapy, University of Salamanca, Salamanca, Spain

[2]Department of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Valencia, Spain

[3]Nursing Department, Faculty of Health Sciences, Research Group GRUPAC, University of La Rioja, Logroño, Spain

[4]Physiotherapy in Motion, Multispecialty Research Group, Department of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Valencia, Spain

关键词: physiotherapy;    teaching methods;    learning;    undergraduate (MeSH);    education;   

DOI  :  10.3389/fpubh.2023.1145892

 received in 2023-01-16, accepted in 2023-04-17,  发布年份 2023

来源: Frontiers

【 摘 要 】

BackgroundBlended learning (BL) combines both face-to-face learning (FL) and online learning. This study aims to compare the effectiveness of a BL intervention vs. a FL intervention in relation to the knowledge, competencies, satisfaction, perceptions, usability, and BL acceptance of physiotherapy students.MethodsAn assessor-blinded randomized trial was performed. A total of 100 students were randomly allocated to either the BL group (BLG, n = 48) or FL group (FLG, n = 52). The BLG received face-to-face classes plus access to online resources (online syllabus, Moodle, scientific-based videos and websites, activities, glossary, and apps). The FLG received face-to-face classes and hardcopy resources (hardcopy syllabus, scientific-based information, activities, and a glossary). Knowledge, ethical and gender competencies, satisfaction, perceptions, usability, and BL acceptance were assessed.ResultsThe BLG showed higher scores than the FLG for knowledge (p = 0.011), three ethical/gender competencies (p < 0.05), increased motivation to prepare themselves before class (p = 0.005), increased motivation and ability of thinking (p = 0.005), improved understanding of important topics (p = 0.015), course organization (p = 0.017), educational material (p = 0.001), easiness of understanding (p = 0.007), comprehensive coverage of the subject (p = 0.001), and clarity of instructions (p = 0.004), while usability was acceptable.ConclusionThe BL intervention can be used for improving the knowledge, competencies, perceptions, and satisfaction of the students. In addition, BL acceptance was positive, and usability was found to be acceptable. This study supports the use of BL as a pedagogical approach to foster innovative learning.

【 授权许可】

Unknown   
Copyright © 2023 Marques-Sule, Sánchez-González, Carrasco, Pérez-Alenda, Sentandreu-Mañó, Moreno-Segura, Cezón-Serrano, Ruiz de Viñaspre-Hernández, Juárez-Vela and Muñoz-Gómez.