Effectiveness of a blended learning intervention in cardiac physiotherapy. A randomized controlled trial
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 s...
| Main Authors: | , , , , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2023-05-01
|
| Series: | Frontiers in Public Health |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpubh.2023.1145892/full |
| _version_ | 1797830978558754816 |
|---|---|
| author | Elena Marques-Sule Juan Luis Sánchez-González Juan J. Carrasco Sofía Pérez-Alenda Trinidad Sentandreu-Mañó Noemí Moreno-Segura Natalia Cezón-Serrano Regina Ruiz de Viñaspre-Hernández Raúl Juárez-Vela Elena Muñoz-Gómez |
| author_facet | Elena Marques-Sule Juan Luis Sánchez-González Juan J. Carrasco Sofía Pérez-Alenda Trinidad Sentandreu-Mañó Noemí Moreno-Segura Natalia Cezón-Serrano Regina Ruiz de Viñaspre-Hernández Raúl Juárez-Vela Elena Muñoz-Gómez |
| author_sort | Elena Marques-Sule |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-09T13:44:50Z |
| format | Article |
| id | doaj.art-9362c2c53afc400a838403a52cba9ced |
| institution | Directory Open Access Journal |
| issn | 2296-2565 |
| language | English |
| last_indexed | 2024-04-09T13:44:50Z |
| publishDate | 2023-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Public Health |
| spelling | doaj.art-9362c2c53afc400a838403a52cba9ced2023-05-09T05:27:58ZengFrontiers Media S.A.Frontiers in Public Health2296-25652023-05-011110.3389/fpubh.2023.11458921145892Effectiveness of a blended learning intervention in cardiac physiotherapy. A randomized controlled trialElena Marques-Sule0Juan Luis Sánchez-González1Juan J. Carrasco2Sofía Pérez-Alenda3Trinidad Sentandreu-Mañó4Noemí Moreno-Segura5Natalia Cezón-Serrano6Regina Ruiz de Viñaspre-Hernández7Raúl Juárez-Vela8Elena Muñoz-Gómez9Physiotherapy in Motion, Multispecialty Research Group, Department of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Valencia, SpainDepartment of Nursing and Physiotherapy, University of Salamanca, Salamanca, SpainPhysiotherapy in Motion, Multispecialty Research Group, Department of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Valencia, SpainPhysiotherapy in Motion, Multispecialty Research Group, Department of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Valencia, SpainDepartment of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Valencia, SpainDepartment of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Valencia, SpainPhysiotherapy in Motion, Multispecialty Research Group, Department of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Valencia, SpainNursing Department, Faculty of Health Sciences, Research Group GRUPAC, University of La Rioja, Logroño, SpainNursing Department, Faculty of Health Sciences, Research Group GRUPAC, University of La Rioja, Logroño, SpainDepartment of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Valencia, SpainBackgroundBlended 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.https://www.frontiersin.org/articles/10.3389/fpubh.2023.1145892/fullphysiotherapyteaching methodslearningundergraduate (MeSH)education |
| spellingShingle | Elena Marques-Sule Juan Luis Sánchez-González Juan J. Carrasco Sofía Pérez-Alenda Trinidad Sentandreu-Mañó Noemí Moreno-Segura Natalia Cezón-Serrano Regina Ruiz de Viñaspre-Hernández Raúl Juárez-Vela Elena Muñoz-Gómez Effectiveness of a blended learning intervention in cardiac physiotherapy. A randomized controlled trial Frontiers in Public Health physiotherapy teaching methods learning undergraduate (MeSH) education |
| title | Effectiveness of a blended learning intervention in cardiac physiotherapy. A randomized controlled trial |
| title_full | Effectiveness of a blended learning intervention in cardiac physiotherapy. A randomized controlled trial |
| title_fullStr | Effectiveness of a blended learning intervention in cardiac physiotherapy. A randomized controlled trial |
| title_full_unstemmed | Effectiveness of a blended learning intervention in cardiac physiotherapy. A randomized controlled trial |
| title_short | Effectiveness of a blended learning intervention in cardiac physiotherapy. A randomized controlled trial |
| title_sort | effectiveness of a blended learning intervention in cardiac physiotherapy a randomized controlled trial |
| topic | physiotherapy teaching methods learning undergraduate (MeSH) education |
| url | https://www.frontiersin.org/articles/10.3389/fpubh.2023.1145892/full |
| work_keys_str_mv | AT elenamarquessule effectivenessofablendedlearninginterventionincardiacphysiotherapyarandomizedcontrolledtrial AT juanluissanchezgonzalez effectivenessofablendedlearninginterventionincardiacphysiotherapyarandomizedcontrolledtrial AT juanjcarrasco effectivenessofablendedlearninginterventionincardiacphysiotherapyarandomizedcontrolledtrial AT sofiaperezalenda effectivenessofablendedlearninginterventionincardiacphysiotherapyarandomizedcontrolledtrial AT trinidadsentandreumano effectivenessofablendedlearninginterventionincardiacphysiotherapyarandomizedcontrolledtrial AT noemimorenosegura effectivenessofablendedlearninginterventionincardiacphysiotherapyarandomizedcontrolledtrial AT nataliacezonserrano effectivenessofablendedlearninginterventionincardiacphysiotherapyarandomizedcontrolledtrial AT reginaruizdevinasprehernandez effectivenessofablendedlearninginterventionincardiacphysiotherapyarandomizedcontrolledtrial AT rauljuarezvela effectivenessofablendedlearninginterventionincardiacphysiotherapyarandomizedcontrolledtrial AT elenamunozgomez effectivenessofablendedlearninginterventionincardiacphysiotherapyarandomizedcontrolledtrial |