Araştırma Makalesi
Türkiye'deki Fizyoterapistlerin ve Fizyoterapi ve Rehabilitasyon Öğrencilerinin Video Konferans Temelli Eğitim ve Toplantılara Bakış Açısı
Öz
Amaç: Çalışmanın amacı, fizyoterapistlerin ve fizyoterapi ve rehabilitasyon (FTR) öğrencilerinin günümüzdeki pandemi koşullarıyla birlikte yüz yüze eğitimden çevrimiçi eğitime doğru değişen eğitim sistemlerine olan bakış açılarını belirlemektir.
Yöntem: Çalışmaya 91 fizyoterapist ve 113 FTR öğrencisi dahil edilmiştir. Demografik bilgileri kaydedilmiştir. Video konferans temelli eğitim ve toplantılara bakış açıları araştırmacılar tarafından hazırlanan anket yoluyla değerlendirilmiştir.
Sonuçlar: Çalışmaya yaş ortalamaları 25,18 ± 5,39 yıl olan 162’si kadın (79,41%), 42’si erkek (20,59%), toplamda 204 kişi katıldı. Teorik içerikli video konferansa katılan katılımcıların %38,92’si ve uygulama içerikli video konferansa katılan katılımcıların %30,60’ı sırasıyla oldukça ve kısmen verim aldığını belirtti. %48,04 katılımcı en çok tercih edilen eğitim modelinin video konferans temelli teorik, yüz yüze uygulamalı eğitim olduğunu belirtmesine karşın, %45,20 katılımcı ise yüz yüze teorik ve uygulamalı eğitim modelinin en çok tercih edildiğini belirtti.
Tartışma: Çalışmamızda fizyoterapistler ve FTR öğrencilerinin uygulamalı eğitimlerde yüz yüze eğitimi tercih ettiği görülmektedir. Teorik eğitimlerin ise mevcut çevrimiçi platformlar aracılığıyla yüz yüze eğitime yakın verim seviyelerinde devam edebileceği öngörülmektedir. Video konferans temelli uygulamalı eğitimlerin en az yüz yüze uygulamalı eğitimler kadar verim alınabilir hale gelebilmesi için farklı teknolojik uygulamalara ihtiyaç vardır.
Anahtar Kelimeler
Destekleyen Kurum
Yok.
Proje Numarası
Yok.
Kaynakça
- 1. Mącznik AK, Ribeiro DC, Baxter GD. Online technology use in physiotherapy teaching and learning: a systematic review of effectiveness and users' perceptions. BMC Med Educ. 2015;28;15:160.
- 2. Wells KM. Social media in medical school education. Surgery. 2011;150:2–4.
- 3. Giordano C, Giordano C. Health professions students’ use of social media. J Allied Health. 2011;40:78–81.
- 4. Vozenilek J, Huff JS, Reznek M, Gordon JA. See one, do one, teach one: advanced technology in medical education. Acad Emerg Med. 2004;11:1149–1154.
- 5. Cook DA, Hatala R, Brydges R, Zendejas B, Szostek JH, Wang AT et al. Technology-enhanced simulation for health professions education. JAMA. 2011;306:978–988.
- 6. Wong G, Greenhalgh T, Pawson R. Internet-based medical education: a realist review of what works, for whom and in what circumstances. BMC Med Educ. 2010;10:12.
- 7. Chartered Society of Physiotherapy. Social Media Guidelines. 2012.
- 8. Haigh J. Information technology in health professional education: why IT matters. Nurse Educ Today. 2004;24:547–552.
- 9. Rosenberg H, Grad HA, Matear DW. The effectiveness of computer-aided, self-instructional programs in dental education: a systematic review of the literature. J Dent Educ. 2003;67:524–532.
- 10. Jwayyed S, Siffler KA, Wilber ST, Southern A, Weigand J, Bare R et al. Technology-assisted education in graduate medical education: a review of the literature. Int J Emerg Med. 2011;4:51.
- 11. Mishra, Lokanath & Gupta, Tushar & Shree, Abha. Online Teaching-Learning in Higher Education during Lockdown Period of COVID-19 Pandemic. International Journal of Educational Research Open. 2020;1.100012.
- 12. Veneri D. The role and effectiveness of computer-assisted learning in physical therapy education: A systematic review. Physiother Theory Pract. 2011;27(4):287–298.
- 13. Joshi, Ankur & Kale, Saket & Chandel, Satish & Pal, Dinesh. Likert Scale: Explored and Explained. British Journal of Applied Science & Technology. 2015;7.396-403.
- 14. Physical therapy WCPT. WCPT guideline for physical therapist professional entry level education. 2011.
- 15. Abeysekera L, Dawson P. Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. High Educ Res Dev. 2014;34(1):1–14.
- 16. Evans L, Vanden Bosch ML, Harrington S, Schoofs N, Coviak C. Flipping the Classroom in Health Care Higher Education: A Systematic Review. Nurse Educ. 2019;44(2):74–78.
- 17. HEW H, K.F., LO, C.K Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ. 2018;18:38.
- 18. Rowe M, Frantz J, Bozalek V. The role of blended learning in the clinical education of healthcare students: a systematic review. Med Teach. 2012;34(4):e216–e221.
- 19. Tomesko J, Touger-Decker R, Dreker M, Zelig R, Parrott JS. The Effectiveness of Computer-Assisted Instruction to Teach Physical Examination to Students and Trainees in the Health Sciences Professions: A Systematic Review and Meta-Analysis. J Med Educ Curric Dev. 2017;4:1–11.
- 20. Arroyo-Morales M, Cantarero-Villanueva I, Fernandez-Lao C, Guirao-Pineyro M, Castro-Martin E, Diaz-Rodriguez L. A blended learning approach to palpation and ultrasound imaging skills through supplementation of traditional classroom teaching with an e-learning package. Man Ther. 2012;17(5):474–478.
- 21. Cantarero-Villanueva I, Fernandez-Lao C, Galiano-Castillo N, Castro-Martin E, Diaz-Rodriguez L, Arroyo-Morales M. Evaluation of e-learning as an adjunctive method for the acquisition of skills in bony landmark palpation and muscular ultrasound examination in the lumbopelvic region: a controlled study. J Manip Physiol Ther. 2012;35(9):727–734.
- 22. Fernández-Lao C, Cantarero-Villanueva I, Galiano-Castillo N, Caro-Morán E, Díaz-Rodríguez L, Arroyo-Morales M. The effectiveness of a mobile application for the development of palpation and ultrasound imaging skills to supplement the traditional learning of physiotherapy students. BMC Med Educ. 2016;16(1):274.
- 23. Dunleavy G, Nikolaou CK, Nifakos S, Atun R, GCY L, Tudor Car L. Mobile Digital Education for Health Professions: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration. J Med Internet Res. 2019;21(2):e12937.
- 24. Maloney S, Storr M, Paynter S, Morgan P, Ilic D. Investigating the Efficacy of Practical Skill Teaching: A Pilot-Study Comparing Three Educational Methods. Adv Health Sci Educ. 2013;18(1):71–80.
- 25. Maloney S, Storr M, Morgan P, Ilic D. The effect of student self-video of performance on clinical skill competency: a randomised controlled trial. Adv Health Sci Educ Theory Pract. 2013;18(1):81–89.
- 26. Ødegaard NB, Myrhaug HT, Dahl-Michelsen T, Røe Y. Digital learning designs in physiotherapy education: a systematic review and meta-analysis. BMC Med Educ. 2021;21(1):48.
- 27. Unge J, Lundh P, Gummesson C, Amnér G. Learning spaces for health sciences – what is the role of e-learning in physiotherapy and occupational therapy education? A literature review. Phys Ther Rev. 2018;23(1):50–60.
- 28. Gagnon K, Young B, Bachman T, Longbottom T, Severin R, Walker MJ. Doctor of physical therapy education in a hybrid learning environment: reimagining the possibilities and navigating a “new normal.” Phys Ther. 2020;100:1268–1277.
- 29. Scrivener, K., Akkermans, J., Svanetti, S., Szilas, C., Robson, M., Love, S. Examining user perspective of an online learning resource for physiotherapists: A mixed methods study of the TRAIN program. Physiother Res Int. 2021;e1917.
- 30. Thornton M., Harris J., Breithaupt K. Dyks T., Finestone H., MacKay-Lyons M. Development of a digital learning program for physiotherapists to enhance clinical implementation of aerobic exercise in stroke rehabilitation. Arch Physiother. 2021;11,17.
VIDEO CONFERENCE BASED EDUCATION AND MEETINGS PERSPECTIVE OF TURKISH PHYSIOTHERAPISTS AND PHYSIOTHERAPY AND REHABILITATION STUDENTS
Öz
Purpose: The aim of the study is to determine the perspectives of physiotherapists and physiotherapy and rehabilitation (PR) students on the changing education systems from face-to-face education to online education with the current pandemic conditions.
Methods: 91 physiotherapists and 113 PR students were included in the study. Demographic information was recorded. Perspectives on video conference based-education and meetings were evaluated through a questionnaire prepared by the researchers.
Results: A total of 204 people, 162 women (79.41%), 42 men (20.59%), with a mean age of 25.18 ± 5.39 years, participated in the study. 38.92% of the participants in the theoretical video conference and 30.60% of the participants in the practical video conference stated that they had quite and partially productive, respectively. 48,04% of the participants stated that the most preferred education model was video conference based-theoretical and face-to-face applied education, while 45.20% of the participants stated that they preferred the face-to-face theoretical and practical education model the most.
Conclusion: In the study, it is seen that physiotherapists and PR students prefer face-to-face education in applied education. It is foreseen that theoretical educations can continue at efficiency levels close to face-to-face education through existing online platforms. Different technological applications are needed in order to make video conference based-practical educations as effective as face-to-face applied educations.
Anahtar Kelimeler
Proje Numarası
Yok.
Kaynakça
- 1. Mącznik AK, Ribeiro DC, Baxter GD. Online technology use in physiotherapy teaching and learning: a systematic review of effectiveness and users' perceptions. BMC Med Educ. 2015;28;15:160.
- 2. Wells KM. Social media in medical school education. Surgery. 2011;150:2–4.
- 3. Giordano C, Giordano C. Health professions students’ use of social media. J Allied Health. 2011;40:78–81.
- 4. Vozenilek J, Huff JS, Reznek M, Gordon JA. See one, do one, teach one: advanced technology in medical education. Acad Emerg Med. 2004;11:1149–1154.
- 5. Cook DA, Hatala R, Brydges R, Zendejas B, Szostek JH, Wang AT et al. Technology-enhanced simulation for health professions education. JAMA. 2011;306:978–988.
- 6. Wong G, Greenhalgh T, Pawson R. Internet-based medical education: a realist review of what works, for whom and in what circumstances. BMC Med Educ. 2010;10:12.
- 7. Chartered Society of Physiotherapy. Social Media Guidelines. 2012.
- 8. Haigh J. Information technology in health professional education: why IT matters. Nurse Educ Today. 2004;24:547–552.
- 9. Rosenberg H, Grad HA, Matear DW. The effectiveness of computer-aided, self-instructional programs in dental education: a systematic review of the literature. J Dent Educ. 2003;67:524–532.
- 10. Jwayyed S, Siffler KA, Wilber ST, Southern A, Weigand J, Bare R et al. Technology-assisted education in graduate medical education: a review of the literature. Int J Emerg Med. 2011;4:51.
- 11. Mishra, Lokanath & Gupta, Tushar & Shree, Abha. Online Teaching-Learning in Higher Education during Lockdown Period of COVID-19 Pandemic. International Journal of Educational Research Open. 2020;1.100012.
- 12. Veneri D. The role and effectiveness of computer-assisted learning in physical therapy education: A systematic review. Physiother Theory Pract. 2011;27(4):287–298.
- 13. Joshi, Ankur & Kale, Saket & Chandel, Satish & Pal, Dinesh. Likert Scale: Explored and Explained. British Journal of Applied Science & Technology. 2015;7.396-403.
- 14. Physical therapy WCPT. WCPT guideline for physical therapist professional entry level education. 2011.
- 15. Abeysekera L, Dawson P. Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. High Educ Res Dev. 2014;34(1):1–14.
- 16. Evans L, Vanden Bosch ML, Harrington S, Schoofs N, Coviak C. Flipping the Classroom in Health Care Higher Education: A Systematic Review. Nurse Educ. 2019;44(2):74–78.
- 17. HEW H, K.F., LO, C.K Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ. 2018;18:38.
- 18. Rowe M, Frantz J, Bozalek V. The role of blended learning in the clinical education of healthcare students: a systematic review. Med Teach. 2012;34(4):e216–e221.
- 19. Tomesko J, Touger-Decker R, Dreker M, Zelig R, Parrott JS. The Effectiveness of Computer-Assisted Instruction to Teach Physical Examination to Students and Trainees in the Health Sciences Professions: A Systematic Review and Meta-Analysis. J Med Educ Curric Dev. 2017;4:1–11.
- 20. Arroyo-Morales M, Cantarero-Villanueva I, Fernandez-Lao C, Guirao-Pineyro M, Castro-Martin E, Diaz-Rodriguez L. A blended learning approach to palpation and ultrasound imaging skills through supplementation of traditional classroom teaching with an e-learning package. Man Ther. 2012;17(5):474–478.
- 21. Cantarero-Villanueva I, Fernandez-Lao C, Galiano-Castillo N, Castro-Martin E, Diaz-Rodriguez L, Arroyo-Morales M. Evaluation of e-learning as an adjunctive method for the acquisition of skills in bony landmark palpation and muscular ultrasound examination in the lumbopelvic region: a controlled study. J Manip Physiol Ther. 2012;35(9):727–734.
- 22. Fernández-Lao C, Cantarero-Villanueva I, Galiano-Castillo N, Caro-Morán E, Díaz-Rodríguez L, Arroyo-Morales M. The effectiveness of a mobile application for the development of palpation and ultrasound imaging skills to supplement the traditional learning of physiotherapy students. BMC Med Educ. 2016;16(1):274.
- 23. Dunleavy G, Nikolaou CK, Nifakos S, Atun R, GCY L, Tudor Car L. Mobile Digital Education for Health Professions: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration. J Med Internet Res. 2019;21(2):e12937.
- 24. Maloney S, Storr M, Paynter S, Morgan P, Ilic D. Investigating the Efficacy of Practical Skill Teaching: A Pilot-Study Comparing Three Educational Methods. Adv Health Sci Educ. 2013;18(1):71–80.
- 25. Maloney S, Storr M, Morgan P, Ilic D. The effect of student self-video of performance on clinical skill competency: a randomised controlled trial. Adv Health Sci Educ Theory Pract. 2013;18(1):81–89.
- 26. Ødegaard NB, Myrhaug HT, Dahl-Michelsen T, Røe Y. Digital learning designs in physiotherapy education: a systematic review and meta-analysis. BMC Med Educ. 2021;21(1):48.
- 27. Unge J, Lundh P, Gummesson C, Amnér G. Learning spaces for health sciences – what is the role of e-learning in physiotherapy and occupational therapy education? A literature review. Phys Ther Rev. 2018;23(1):50–60.
- 28. Gagnon K, Young B, Bachman T, Longbottom T, Severin R, Walker MJ. Doctor of physical therapy education in a hybrid learning environment: reimagining the possibilities and navigating a “new normal.” Phys Ther. 2020;100:1268–1277.
- 29. Scrivener, K., Akkermans, J., Svanetti, S., Szilas, C., Robson, M., Love, S. Examining user perspective of an online learning resource for physiotherapists: A mixed methods study of the TRAIN program. Physiother Res Int. 2021;e1917.
- 30. Thornton M., Harris J., Breithaupt K. Dyks T., Finestone H., MacKay-Lyons M. Development of a digital learning program for physiotherapists to enhance clinical implementation of aerobic exercise in stroke rehabilitation. Arch Physiother. 2021;11,17.
Toplam 30 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Sağlık Kurumları Yönetimi |
| Bölüm | Araştırma Makaleleri |
| Yazarlar | |
| Proje Numarası | Yok. |
| Yayımlanma Tarihi | 15 Ocak 2023 |
| Gönderilme Tarihi | 14 Nisan 2022 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 3 Sayı: 1 |
