Blended Learning Versus Face-to-face Learning in Cardiac Physiotherapy Students

NCT ID: NCT05547009

Last Updated: 2022-09-22

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 100 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2020-09-12
• Study Completion Date: 2021-03-30

Brief Summary

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.

Detailed Description

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.

Conditions

Learning; Students

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: OTHER
• Blinding Strategy: SINGLE

Study Groups

Blended-learning group

The BL program included paced, asynchronous online learning modules and scheduled online activities with strategic face-to-face lectures.

Group Type: EXPERIMENTAL

Blended-learning group

Intervention Type: 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).

Face-to-face learning group

Face-to-face classes.

Group Type: ACTIVE_COMPARATOR

Face-to-face learning group

Intervention Type: 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.

Interventions

Blended-learning group

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).

Intervention Type: OTHER

Face-to-face learning group

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.

Intervention Type: OTHER

Eligibility Criteria

Inclusion Criteria

• Being a student of Degree in Physiotherapy at the University of Valencia.
• Willing to participate

Exclusion Criteria

• Previous cardiac physiotherapy training.

• Minimum Eligible Age: 18 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

University of Valencia

OTHER

Sponsor Role: lead

Responsible Party

Elena Marques-Sule

Assistant Professor

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Elena Marqués Sulé, Dra

Role: PRINCIPAL_INVESTIGATOR

Univeristy of Valencia

Locations

University of Valencia

Valencia, , Spain

Countries

Spain

References

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.

Reference Type: BACKGROUND

PMID: 33751113 (View on PubMed)

Related Links

https://pubmed.ncbi.nlm.nih.gov/32292428/

Blended Learning: The impact of blackboard formative assessment on the final marks and students' perception of its effectiveness

https://pubmed.ncbi.nlm.nih.gov/24458338/

Blended learning in health education: three case studies

Other Identifiers

IE1576047

Identifier Type: -

Identifier Source: org_study_id