Digital Learning Designs in Physiotherapy Education: A Systematic Review and Meta-Analysis.

Abstract

Background: The extent that digital learning designs can improve learning outcomes has been increasingly emphasized in higher education over the last decade, but the research within physiotherapy education is limited. This study identified different types of digital learning designs and their effectiveness in physiotherapy education. Methods: The study was designed as a systematic review and meta-analysis of randomized and non-randomized trials. A search of eight databases on digital teaching and learning technology was conducted. Study selection, methodology and quality assessment were performed independently by three reviewers. The included studies were mapped according to the types of digital interventions and studies. For interventions that were similar, the learning effects were calculated using meta-analysis. Results: Fifteen randomized and five control trials were included in the review; 8 of 20 articles were included in the meta-analysis. The main digital learning designs were blended learning, flipped classrooms, e-learning course designs and Mobil learning designs (apps) using different digital tools, software and learning platforms. The evidence from two meta-analysis showed statistically significant effects: flipped classrooms on knowledge acquisition, SMD of 0.41 (95% CI 0.20, 0.62) and websites (apps) on practical skills, SMD of 1.06 (95% CI 0.70, 1.42). A meta-analysis of website and knowledge acquisition favoured traditional teaching, SMD of -0.59 (95% CI -1.20, 0.03), but this was not statistically significant. Overall, the effects indicated that digital learning designs are more or equally effective than traditional classroom teaching for achieving learning outcomes. Conclusions The findings of this review show various use of digital learning designs in physiotherapy education, ranging from e-learning using digital learning resources to more complex and coherent flipped learning designs. The results indicate that these designs improved or was equal effective compared to traditional classroom teaching. The meta-analysis revealed a significant effect on student learning in favour of flipped classrooms and websites (apps). However, these results must be confirmed in larger controlled trials or randomized controlled trials. Further research should investigate how digital learning designs can be used to facilitate students’ learning of practical skills and behaviour as well as learning retention, learning approaches and preferences for studying in digital learning environments.

Assessment of the Effectiveness of BOPPPS-Based Hybrid Teaching Model in Physiology Education

“…Besides, Class 2019 also had the higher rate of excellence and lower rate of failure, which indicates that the HBOPPPS has effectively improved students' learning e ciency and outcomes. This nding was consistent with other reports that revealed the higher effectiveness of the hybrid teaching than traditional methods [24,25].…”

Student Perception and the Effectiveness of Kahoot!: A Scoping Review in Histology, Anatomy, and Medical Education

“…in a “flipped classroom” design is a useful approach to effectively consolidate knowledge in a team environment. Commencing the learning activity with a kahoot provides instant feedback for the learner (and educator) while allowing opportunity for focused discussion to explain and correct misconceptions (Ødegaard et al, 2021). A kahoot provided after the learning activity in either individual or team mode reinforces learning.…”

Aula Invertida en el Máster de Fisioterapia en Procesos de Salud de la Mujer: experiencias en innovación docente

“…El desarrollo de esta metodología de aula invertida en Fisioterapia aporta efectos significativos en el aprendizaje del alumnado (Røe et al, 2019;Ødegaard et al, 2021) que deben seguir estudiándose en experiencias como la que aporta este proyecto, más allá de propuestas metodológicas más tradicionales. Además, esta implementación es una oportunidad para reflexionar, tal como se propone en la literatura, sobre la posición de alumnado y profesorado sobre los procesos de aula invertida y aprendizaje invertido (Hao, 2016).…”