新冠疫情期间意大利物理治疗教育中的在线教学：一项基于学生满意度和表现的回顾性病例对照研究。

Online teaching in physiotherapy education during COVID-19 pandemic in Italy: a retrospective case-control study on students' satisfaction and performance.

机构信息

School of Physiotherapy, University of Verona, Verona, Italy.

Physiotherapist, Private practitioner, Pistoia, Italy.

出版信息

BMC Med Educ. 2021 Aug 30;21(1):456. doi: 10.1186/s12909-021-02896-1.

DOI:10.1186/s12909-021-02896-1

PMID:34455979

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8403505/

Abstract

BACKGROUND

During COVID-19 pandemic, physiotherapy lecturers faced the challenge of rapidly shifting from face-to-face to online education. This retrospective case-control study aims to compare students' satisfaction and performances shown in an online course to a control group of students who underwent the same course delivered face-to-face in the previous five years.

METHODS

Between March and April 2020, a class (n = 46) of entry-level physiotherapy students (University of Verona - Italy), trained by an experienced physiotherapist, had 24-hours online lessons. Students exposed to the same course in the previous five academic years (n = 112), delivered with face-to-face conventional lessons, served as a historical control. The course was organized in 3 sequential phases: (1) PowerPoint presentations were uploaded to the University online platform, (2) asynchronous video recorded lectures were provided on the same platform, and (3) between online lectures, the lecturer and students could communicate through an email chat to promote understanding, dispel any doubts and collect requests for supplementary material (e.g., scientific articles, videos, webinars, podcasts). Outcomes were: (1) satisfaction as routinely measured by University with a national instrument and populated in a database; (2) performance as measured with an oral examination.

RESULTS

We compared satisfaction with the course, expressed on a 5-point Likert scale, resulting in no differences between online and face-to-face teaching (Kruskal-Wallis = 0.24, df = 1, p = 0.62). We weighted up students' results by comparing their mean performances with the mean performances of the same course delivered face-to-face in the previous five years, founding a statistical significance in favour of online teaching (Wilcoxon rank sum test W = 1665, p < 0.001).

CONCLUSIONS

Online teaching in entry-level Physiotherapy seems to be a feasible option to face COVID-19 pandemic, as satisfies students as well as face-to-face courses and leading to a similar performance. Entry-level Bachelors in Physiotherapy may consider moving to eLearning to facilitate access to higher education. Universities will have to train lecturers to help them develop appropriate pedagogical skills, and supply suitable support in terms of economic, organizational, and technological issues, aimed at guaranteeing a high level of education to their students.

TRIAL REGISTRATION

Retrospectively registered.

摘要

背景

在 COVID-19 大流行期间，物理治疗讲师面临着从面对面教学迅速转向在线教育的挑战。本回顾性病例对照研究旨在比较在线课程中学生的满意度和表现，并与前五年接受相同课程的面对面教学的对照组学生进行比较。

方法

2020 年 3 月至 4 月，一名经验丰富的物理治疗师对维罗纳大学（意大利）的一个入门级物理治疗学生班级（n=46）进行了 24 小时在线课程。该课程以前五年的 112 名学生（面对面常规课程）为历史对照组。课程分为三个连续阶段组织：（1）将演示文稿上传至大学在线平台，（2）在同一平台上提供异步视频记录的讲座，（3）在线讲座之间，讲师和学生可以通过电子邮件聊天进行交流，以促进理解、消除疑虑并收集对补充材料（例如科学文章、视频、网络研讨会、播客）的请求。结果为：（1）通过大学使用全国性工具进行的常规测量得出的满意度，并在数据库中进行了填充；（2）通过口头考试测量的表现。

结果

我们比较了在线和面对面教学的课程满意度（使用 5 分李克特量表），结果表明两种教学方法没有差异（Kruskal-Wallis 检验=0.24，df=1，p=0.62）。我们通过将学生的平均表现与前五年相同课程的平均表现进行比较，对学生的成绩进行加权，发现在线教学具有统计学意义（Wilcoxon 秩和检验 W=1665，p<0.001）。

结论

入门级物理治疗的在线教学似乎是应对 COVID-19 大流行的可行选择，因为它与面对面课程一样满足学生的需求，并取得相似的效果。入门级物理治疗学士课程可以考虑转向电子学习，以促进接受高等教育。大学将不得不培训讲师，帮助他们发展适当的教学技能，并在经济、组织和技术问题方面提供适当的支持，旨在确保学生接受高水平的教育。