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Student physiotherapists perceptions of online curriculum delivery during the COVID-19 pandemic

BACKGROUND: As a result of the COVID-19 pandemic a rapid transformation from face-to-face curriculum delivery to an online teaching and learning environment, was adopted in a number of higher education institutions globally. Allied Health Profession courses such as physiotherapy, traditionally utili...

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Autores principales: Chesterton, Paul, Richardson, Mark, Tears, Craig
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9172598/
https://www.ncbi.nlm.nih.gov/pubmed/35672778
http://dx.doi.org/10.1186/s12909-022-03486-5
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author Chesterton, Paul
Richardson, Mark
Tears, Craig
author_facet Chesterton, Paul
Richardson, Mark
Tears, Craig
author_sort Chesterton, Paul
collection PubMed
description BACKGROUND: As a result of the COVID-19 pandemic a rapid transformation from face-to-face curriculum delivery to an online teaching and learning environment, was adopted in a number of higher education institutions globally. Allied Health Profession courses such as physiotherapy, traditionally utilising an in person teaching model to prepare students for practice, needed to swiftly adopt new methods of delivery, involving both synchronous and asynchronous approaches. Understanding physiotherapy student perceptions of this transition is important to allow faculty to develop their delivery of online teaching and provide an evidence base for future course curricula. METHODS: Cross-sectional survey of UK higher education students studying either an undergraduate or post-graduate pre-registration degree in physiotherapy was conducted between October 2020 and February 2021. The survey investigated the student’s perception of the transition to either an online or hybrid model of learning during the COVID-19 pandemic. A mixed method approach was adopted allowing respondents to share their experiences and facilitate the exploration of questions which required in-depth thought. RESULTS: Two hundred thirty-six respondents completed the questionnaire. Online learning was perceived to be a flexible (49%, n=116,CI 95% 43 to 55) and convenient (49, 116, 43 to 55) method of learning. Despite this, 79% of the students surveyed felt that the online learning experience had a negative impact on their understanding of the subject and were disadvantaged compared to traditional face-to-face teaching provision (mean 4.14 ± SD 1.06). Online physiotherapy delivery produced low student satisfaction, leaving respondents feeling disadvantaged. Decreased levels of engagement and the lack of ability to practice ‘hands-on’ skills were detrimental aspects of the online approach, with 55% (n=106) reporting they did not perceive the academic staff had the necessary skills to deliver effective online content. CONCLUSIONS: The majority of UK physiotherapy students surveyed were dissatisfied and lacked engagement with an online learning approach within the curricula, compared with the traditional face-to-face delivery. Although several positives of both a synchronous and asynchronous delivery were highlighted, faculty must consider how they best deliver online learning content, making use of pedagogical strategies that will create as many learning and engagement opportunities as possible. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-022-03486-5.
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spelling pubmed-91725982022-06-08 Student physiotherapists perceptions of online curriculum delivery during the COVID-19 pandemic Chesterton, Paul Richardson, Mark Tears, Craig BMC Med Educ Research BACKGROUND: As a result of the COVID-19 pandemic a rapid transformation from face-to-face curriculum delivery to an online teaching and learning environment, was adopted in a number of higher education institutions globally. Allied Health Profession courses such as physiotherapy, traditionally utilising an in person teaching model to prepare students for practice, needed to swiftly adopt new methods of delivery, involving both synchronous and asynchronous approaches. Understanding physiotherapy student perceptions of this transition is important to allow faculty to develop their delivery of online teaching and provide an evidence base for future course curricula. METHODS: Cross-sectional survey of UK higher education students studying either an undergraduate or post-graduate pre-registration degree in physiotherapy was conducted between October 2020 and February 2021. The survey investigated the student’s perception of the transition to either an online or hybrid model of learning during the COVID-19 pandemic. A mixed method approach was adopted allowing respondents to share their experiences and facilitate the exploration of questions which required in-depth thought. RESULTS: Two hundred thirty-six respondents completed the questionnaire. Online learning was perceived to be a flexible (49%, n=116,CI 95% 43 to 55) and convenient (49, 116, 43 to 55) method of learning. Despite this, 79% of the students surveyed felt that the online learning experience had a negative impact on their understanding of the subject and were disadvantaged compared to traditional face-to-face teaching provision (mean 4.14 ± SD 1.06). Online physiotherapy delivery produced low student satisfaction, leaving respondents feeling disadvantaged. Decreased levels of engagement and the lack of ability to practice ‘hands-on’ skills were detrimental aspects of the online approach, with 55% (n=106) reporting they did not perceive the academic staff had the necessary skills to deliver effective online content. CONCLUSIONS: The majority of UK physiotherapy students surveyed were dissatisfied and lacked engagement with an online learning approach within the curricula, compared with the traditional face-to-face delivery. Although several positives of both a synchronous and asynchronous delivery were highlighted, faculty must consider how they best deliver online learning content, making use of pedagogical strategies that will create as many learning and engagement opportunities as possible. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-022-03486-5. BioMed Central 2022-06-07 /pmc/articles/PMC9172598/ /pubmed/35672778 http://dx.doi.org/10.1186/s12909-022-03486-5 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Chesterton, Paul
Richardson, Mark
Tears, Craig
Student physiotherapists perceptions of online curriculum delivery during the COVID-19 pandemic
title Student physiotherapists perceptions of online curriculum delivery during the COVID-19 pandemic
title_full Student physiotherapists perceptions of online curriculum delivery during the COVID-19 pandemic
title_fullStr Student physiotherapists perceptions of online curriculum delivery during the COVID-19 pandemic
title_full_unstemmed Student physiotherapists perceptions of online curriculum delivery during the COVID-19 pandemic
title_short Student physiotherapists perceptions of online curriculum delivery during the COVID-19 pandemic
title_sort student physiotherapists perceptions of online curriculum delivery during the covid-19 pandemic
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9172598/
https://www.ncbi.nlm.nih.gov/pubmed/35672778
http://dx.doi.org/10.1186/s12909-022-03486-5
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