Department of Orthopaedics, Rehabilitation and Physical Therapy, Leiden University Medical Centre, Leiden, The Netherlands.
Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands.
BMC Med Educ. 2019 Sep 6;19(1):343. doi: 10.1186/s12909-019-1778-5.
Despite the growing importance of eHealth it is not consistently embedded in the curricula of functional exercise and physical therapy education. Insight in barriers and facilitators for embedding eHealth in education is required for the development of tailored strategies to implement eHealth in curricula. This study aims to identify barriers/facilitators perceived by teachers and students of functional exercise/physical therapy for uptake of eHealth in education.
A qualitative study including six focus groups (two with teachers/four with students) was conducted to identify barriers/facilitators. Focus groups were audiotaped and transcribed in full. Reported barriers and facilitators were identified, grouped and classified using a generally accepted framework for implementation including the following categories: innovation, individual teacher/student, social context, organizational context and political and economic factors.
Teachers (n = 11) and students (n = 24) of functional exercise/physical therapy faculties of two universities of applied sciences in the Netherlands participated in the focus groups. A total of 109 barriers/facilitators were identified during the focus groups. Most related to the Innovation category (n = 26), followed by the individual teacher (n = 22) and the organization (n = 20). Teachers and students identified similar barriers/facilitators for uptake of eHealth in curricula: e.g. unclear concept of eHealth, lack of quality and evidence for eHealth, (lack of) capabilities of students/teachers on how to use eHealth, negative/positive attitude of students/teachers towards eHealth.
The successful uptake of eHealth in the curriculum of functional exercise/physical therapists needs a systematic multi-facetted approach considering the barriers and facilitators for uptake identified from the perspective of teachers and students. A relatively large amount of the identified barriers and facilitators were overlapping between teachers and students. Starting points for developing effective implementation strategies can potentially be found in those overlapping barriers and facilitators.
The study protocol was a non-medical research and no registration was required. Participants gave written informed consent.
尽管电子健康的重要性日益增加，但它并未始终纳入功能锻炼和物理治疗教育的课程中。为了制定将电子健康纳入课程的定制策略，需要了解教师和学生对在教育中采用电子健康的障碍和促进因素。本研究旨在确定功能锻炼/物理治疗教师和学生对接受电子健康教育的看法。
进行了一项定性研究，包括 6 个焦点小组（教师 2 个，学生 4 个），以确定障碍/促进因素。焦点小组进行了录音和完整转录。使用实施的普遍接受框架（包括以下类别）来识别、分组和分类报告的障碍和促进因素：创新、教师/学生个体、社会环境、组织环境、政治和经济因素。
来自荷兰两所应用科学大学的功能锻炼/物理治疗学院的教师（n=11）和学生（n=24）参加了焦点小组。在焦点小组中总共确定了 109 个障碍/促进因素。与创新类别相关的最多（n=26），其次是教师个人（n=22）和组织（n=20）。教师和学生确定了在课程中采用电子健康的类似障碍/促进因素：例如，电子健康的概念不明确、电子健康的质量和证据不足、（缺乏）学生/教师使用电子健康的能力、学生/教师对电子健康的态度消极/积极。
要在功能锻炼/物理治疗师的课程中成功采用电子健康，需要从教师和学生的角度考虑采用电子健康的障碍和促进因素，采取系统的多方面方法。从教师和学生的角度来看，确定的障碍和促进因素中有相当一部分是重叠的。从这些重叠的障碍和促进因素中可以找到制定有效实施策略的起点。
该研究方案是非医学研究，无需登记。参与者提供了书面知情同意书。
