Physiotherapy lecturers' perceptions of online curriculum delivery during the COVID-19 pandemic: a cross-sectional survey.
To establish UK Physiotherapy lecturers' perceptions of online learning during the COVID-19 pandemic. A cross-sectional mixed methods electronic survey of UK higher education lecturers, actively teaching pre-registration undergraduate or postgraduate physiotherapy degrees, was conducted between Octo...
| Published in: | European Journal of Physiotherapy Vol. 25; no. 5; pp. 274 - 283 |
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| Main Authors: | , , |
| Format: | research tables/charts Journal Article |
| Published: |
Taylor & Francis Ltd
Oct2023
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=173435457&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 173435457 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 21679169 FSGO jtl: European Journal of Physiotherapy issn: 21679169 maglogo: N pubinfo: dt: Oct2023 vid: 25 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 173435457 158061411 173435457 173435457 10.1080/21679169.2022.2093968 173435457 ppf: 274 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Physiotherapy lecturers' perceptions of online curriculum delivery during the COVID-19 pandemic: a cross-sectional survey. aug: au: Chesterton, Paul Richardson, Mark Tears, Craig affil: School of Health and Life Sciences, Teesside University, Middlesbrough, United Kingdom sug: subj: Education, Physical Therapy Faculty Attitudes Online Education Curriculum COVID-19 Pandemic Education, Non-Traditional Students, Physical Therapy Cross Sectional Studies United Kingdom Multimethod Studies United Kingdom Surveys Confidence Intervals Summated Rating Scaling Descriptive Statistics Thematic Analysis Professional Development Student Knowledge Learning Methods Clinical Competence Skill Acquisition Faculty, Health Occupations Work-Life Balance Human Male Female Adult Middle Age Aged Adult: 19-44 years Middle Aged: 45-64 years Aged: 65+ years Male Female ab: To establish UK Physiotherapy lecturers' perceptions of online learning during the COVID-19 pandemic. A cross-sectional mixed methods electronic survey of UK higher education lecturers, actively teaching pre-registration undergraduate or postgraduate physiotherapy degrees, was conducted between October 2020 and February 2021. Data was converted into proportions with a 95% confidence interval. Likert scale questions were treated as numeric variables with the mean and standard deviation calculated for combined responses. The thematic analysis reported patterns of data extracted from open-ended questions. 96 respondents completed the survey, reporting some positive attributes attached to online learning. 81% (n = 78, 95% CI 72–88) agreed that students developed their digital skills and were able to learn conveniently at their own pace (n = 75, 78%, 95% CI 69–85). However, 62.5% (n = 60, 95% CI 23–72) of respondents felt that students were overall disadvantaged with online learning, with 72% (n = 69, 95% CI 62–80) reporting that online learning was not comparable to face-to-face to teaching. The reasons for perceived student disadvantage were categorised into three themes; 1) a lack of ability in sessions to practice handling techniques, 2) the inability to gauge student understanding and check practical skill competence and 3) the lack of student self-directed practice time. UK physiotherapy lecturers did indicate they would continue to incorporate online learning in the future (n = 84, 87.5%, 95% CI 79–93). Such responses were based on two key themes; an improved work-life balance and the perception that online learning was no more challenging than traditional on-campus delivery. UK physiotherapy lecturers reported that students were disadvantaged with online learning delivery compared to face-to-face teaching. Lecturers indicated a willingness to continue with aspects of online learning across the curriculum, despite suggesting it had a negative impact on students subject understanding. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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