Blended-learning in Physiotherapy: Professional Ethics
- Conditions
- EthicsAttitudeKnowledge
- Interventions
- Other: control groupOther: blended-learning in ethics
- Registration Number
- NCT03241693
- Lead Sponsor
- University of Valencia
- Brief Summary
The aim of this study was to assess the effect of a blended-learning model on physiotherapy students´ attitude, knowledge and opinions towards learning professional ethics.
A simple-blind clinical trial was performed. An eight-month blended learning program to teach professional ethics in clinical practices was worked out. An online syllabus and online activities were elaborated, whilst face to face active participation techniques were performed to discuss ethical issues detected among practices. Students´ attitudes, knowledge and opinions towards learning professional ethics were assessed. Non-parametric tests were carried out. All the participants were informed about the study and procedures, and provided written informed consent.
- Detailed Description
Participants. 139 third-year degree students of Physiotherapy Degree at the University, aged between 20 and 30 years, were recruited voluntarily from September 2010 to July 2011. All enrolled participants were informed of the purpose of the study and procedures, and provided written informed consent. The study was carried out at the institution where the authors belong.
Research design. A prospective simple-blind trial was performed. After baseline assessment, participants were allocated to one of the two groups (control group, n=65; experimental group, n=64). An external assistant not involved in the study performed assignment.
Intervention. A Physiotherapy professor with over-10-year experience in Ethics and Physiotherapy performed the teaching methodology. She opened the allocation envelopes and applied the teaching methodology to the EG according to the group assignment. The intervention consisted of an eight-month blended-learning program based in professional ethics, including two phases: A) online syllabus and online activities (4 months); and B) face to face group sessions (4 months).
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 130
- To study the physical therapy degree at the University of Valencia
- Exclusion criterion was having prior training on Ethics subject
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description control group control group Physiotherapy students experimental group blended-learning in ethics Physiotherapy students
- Primary Outcome Measures
Name Time Method Attitude towards learning professional ethics 8 months Attitude towards learning professional ethics was measured. A self-reported questionnaire of 33 items (the "Attitudes Questionnaire towards Professional Ethics in Physiotherapy", AQPEPT) was previously described by Aguilar-Rodríguez et al. A high reliability (Cronbach's alpha=0.898) was obtained. All items of the AQPEPT approached to the one-dimensionality needed in cases where attitudes are analyzed.The higher score indicated the best attitude.
- Secondary Outcome Measures
Name Time Method Knowledge towards learning professional ethics 4 months, 8 months Knowledge towards learning professional ethics was assessed. A self-reported questionnaire of 19 items (the "Perceptions about Knowledge regarding Professional Ethics in Physiotherapy", PKPEP , Cronbach's alpha=0,760) was previously described by Marques-Sule et al. The higher score indicated the best knowledge.
Opinions about the blended-learning programme. 4 months, 8 months Students´ opinions about the blended-learning programme were measured. Opinions about the online learning were assessed by a questionnaire comprised of eight dichotomous questions and one open question. The eight dichotomous questions aimed at evaluating if the syllabus, activities and communication system (Virtual Classroom) were considered as useful tools or not. No central options were provided to induce students to choose a positive or negative answer. Moreover, the open question aimed at adding any personal comment about the methodology. Secondly, opinions about the methodology used in the face-to-face group sessions were assessed by a questionnaire comprised of five items and one open question. Several questions about the blended-learning program were proposed: methodology of the face-to-face learning (2 items), methodology used along the study (3 items), and an open question about how to improve the teaching of professional ethics.