Clinical trial NCT05547009: Blended Learning Versus Face-to-face Learning in Cardiac Physiotherapy Students
Official title: A Randomized Trial Comparing Blended Learning Versus Face-to-face Learning in Cardiac Physiotherapy Students
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Learning
Students
Lead sponsor: University of Valencia
Sponsor class: OTHER
First posted: 2022-09-21
Enrollment: 100
Sex: ALL
Minimum age (years): 18
Standard ages: ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: An assessor-blinded two-armed randomized trial
Primary purpose: OTHER

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.

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.

Primary outcomes:
measure: Knowledge acquisition
timeFrame: 5 minutes
Secondary outcomes:
measure: Cross-curricular ethical and gender competencies
timeFrame: 5 minute
measure: Satisfaction with the program
timeFrame: 5 minute
measure: Perceptions and evaluation of the program
timeFrame: 5 minutes
measure: Usability of the virtual platform
timeFrame: 5 minutes
measure: Blended-learning acceptance
timeFrame: 5 minutes
measure: Students' attitudes towards e-learning and e-learning behaviour
timeFrame: 5 minutes
Other outcomes:
Locations:
city: Valencia
country: Spain
facility: University of Valencia
Study officials:
affiliation: Univeristy of Valencia
name: Elena Marqués Sulé, Dra
role: PRINCIPAL_INVESTIGATOR
References:
citation: 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.