Blended Learning in Future Physiotherapy Professionals

Study Overview
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Brief Summary
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Blended Learning (BL) is proving to be an effective method of teaching within the health professions . However, there are still scarce studies on BL conducted with undergraduate physiotherapy students. Therefore, the aim of this study was to determine the effectiveness of a heart disease BL programme in knowledge, motivation, engagement, design of the programme instructions and learning behaviours in physiotherapy students.

Official Title
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Effectiveness of a Heart Disease Blended Learning Program in Future Physiotherapy Professionals: A Prospective Study

Conditions
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Teach-Back Communication, Heart Diseases

Intervention / Treatment
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* Other: Blended learning in heart disease


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: studying a Physiotherapy Degree at the aforementioned University to be willing to participate Exclusion Criteria: none

Ages Eligible for Study
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Minimum Age: 18 Years
Maximum Age: 35 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Other
Intervention Model: Single Group Assignment
Interventional Model Description: Students of physiotherapy of the University of Valencia
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Physiotherapy students<br>The participants performed an 8-week heart disease blended learning program. | Other: Blended learning in heart disease<br>* The intervention included face-to-face classes and online resources (Moodle, online syllabus, videos, websites, podcasts, activities, apps, forums, emails, tutoring).<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Coronary Artery Disease Education Questionnaire (CADEQ) | CADEQ includes 20 closed-ended questions about medical conditions, risk factors, exercise, nutrition, and psychosocial wellbeing with a single-word answer (yes, no). Total score ranges from 0 to 20 (0=poorest knowledge, 20=best knowledge). | 0 weeks | 
| Coronary Artery Disease Education Questionnaire (CADEQ) | CADEQ includes 20 closed-ended questions about medical conditions, risk factors, exercise, nutrition, and psychosocial wellbeing with a single-word answer (yes, no). Total score ranges from 0 to 20 (0=poorest knowledge, 20=best knowledge). | 4 weeks | 
| Coronary Artery Disease Education Questionnaire (CADEQ) | CADEQ includes 20 closed-ended questions about medical conditions, risk factors, exercise, nutrition, and psychosocial wellbeing with a single-word answer (yes, no). Total score ranges from 0 to 20 (0=poorest knowledge, 20=best knowledge). | 8 weeks | 
| Coronary Artery Disease Education Questionnaire (CADEQ) | CADEQ includes 20 closed-ended questions about medical conditions, risk factors, exercise, nutrition, and psychosocial wellbeing with a single-word answer (yes, no). Total score ranges from 0 to 20 (0=poorest knowledge, 20=best knowledge). | 12 weeks | 
| Coronary Artery Disease Education Questionnaire (CADEQ) | CADEQ includes 20 closed-ended questions about medical conditions, risk factors, exercise, nutrition, and psychosocial wellbeing with a single-word answer (yes, no). Total score ranges from 0 to 20 (0=poorest knowledge, 20=best knowledge). | 20 weeks | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Effect of the Dader Method in Cardiovascular Risk of Patients with Risk Factors or Cardiovascular Disease Questionnaire (EMDADER) | EMDADER is composed of 10 multiple-choice questions with four answer options on coronary artery disease and risk factors, and two questions to report weight and height. Total score ranges from 0 to 10 (0=poorest knowledge, 10=best knowledge). | 0, 4, 8, 12 and 20 weeks | 
| Academic Motivation Scale and Attributional Styles Questionnaire | The tool is composed of 24 items, using a 7-point Likert scale: from 1 (totally disagree) to 7 (totally agree). The scale integrates three domains related to learning motivation: Intrinsic Motivation (9 items), Performance Motivation (7 items) and Extrinsic Motivation (7 items). The maximum score is 7. The scale is prepared to add the different items even if they measure different items. They will not be interpreted separately. | 4, 8 weeks | 
| Student Engagement Questionnaire | It is a 35-item questionnaire, scored on a five-point Likert scale (1=totally disagree, 5=totally agree). The questionnaire is divided into five dimensions: Intellectual Capabilities (items 1-10), Working Together (items 11-16), Teaching (items 17-25), Teacher-student Relationship (items 26-29), and Student-student Relationship (items 30-35). The maximum score of the questionnaire is 5. The scale is prepared to add the different items even if they measure different items. They will not be interpreted separately. | 4, 8 weeks | 
| Community of Inquiry Survey | A 34-item questionnaire, scored on a five-point Likert scale (1=strongly disagree, 5=strongly agree) that includes three dimensions: i) Cognitive Presence (items 1-13), related to the degree to which participants are able to construct meaning and knowledge through continuous communication, reflection, and discussion; ii) Social Presence (items 14-22), related to the ability of participants to identify with the community, communicating and developing interpersonal relationships; iii) Teaching Presence (items 23-34), referring to the design, guidance and direction, on the part of teachers, of cognitive and social processes with the purpose of achieving the result of meaningful learning in students. The maximum score of the questionnaire is 5. The scale is prepared to add the different items even if they measure different items. They will not be interpreted separately. | 0, 4, 8, 12 and 20 weeks | 
| Learning behaviours (I) | Number of downloads were retrieved and collected from the institution's Moodle platform Virtual ClassroomTM, through class progress | 0, 4, 8, 12 and 20 weeks | 
| Learning behaviours (II) | Number of topics visited were retrieved and collected from the institution's Moodle platform Virtual ClassroomTM, through class progress | 0, 4, 8, 12 and 20 weeks | 
| Learning behaviours (III) | The score of questionnaires were retrieved and collected from the institution's Moodle platform Virtual ClassroomTM, through class progress | 0, 4, 8, 12 and 20 weeks | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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Blended learning, Education, Teaching methods, Physiotherapy, Students