A Randomized Trial Comparing Blended Learning Versus Face-to-face Learning in Cardiac Physiotherapy Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 100
- 试验地点
- 2
- 主要终点
- Knowledge acquisition
研究概览
简要总结
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.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Single (Outcomes Assessor)
盲法说明
The assessor was blinded to the participants interventions.
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Being a student of Degree in Physiotherapy at the University of Valencia.
- •Willing to participate
排除标准
- •Previous cardiac physiotherapy training.
结局指标
主要结局
Knowledge acquisition
时间窗: 5 minutes
Multiple-choice test. Score from 0 to 10 .The higher the score, the greater the knowledge.
次要结局
- Students' attitudes towards e-learning and e-learning behaviour(5 minutes)
- Cross-curricular ethical and gender competencies(5 minute)
- Perceptions and evaluation of the program(5 minutes)
- Satisfaction with the program(5 minute)
- Usability of the virtual platform(5 minutes)
- Blended-learning acceptance(5 minutes)
研究者
Elena Marques-Sule
Assistant Professor
University of Valencia