Dep. of Physical Therapy, Georgia State University, 140 Decatur Street, Suite 1228, Atlanta, GA 30303, USA. Tel 678-641-9960.
J Allied Health. 2021 Fall;50(3):234-241.
The COVID-19 crisis resulted in a worldwide shift from in-person instruction to remote instruction, in order to mitigate the spread of the virus. The aim of this study was to survey Doctor of Physical Therapy (DPT) students' perceptions of learning during the instructional shift as well as assess the impact of this shift on learning outcomes.
One hundred twenty-five students enrolled in the DPT program were recruited to participate in this study.
A survey was completed by students 12 days after the switch to remote instruction. Students rated multiple aspects of remote instruction. In addition, exam scores of students before and after the shift to remote instruction were compared, and final semester grades were compared to previous years.
Most respondents reported that they did not learn as well during remote instruction (83%); however, students' exam scores during remote instruction indicated otherwise. Open-ended questions revealed varied student responses regarding remote learning, workload, and burnout.
A disconnect seems to exist between student perceptions of learning with actual learning outcomes. While these results may positively support remote instruction, qualitative data indicate that student experience of remote instruction must be considered to avoid burnout and stress among students.
为了减缓病毒传播，COVID-19 危机导致全球范围内的教学模式从面授转变为远程教学。本研究旨在调查物理治疗博士（DPT）学生对教学模式转变期间学习的看法，并评估这种转变对学习成果的影响。
125 名入读 DPT 项目的学生被招募参与本研究。
在远程教学转变后的第 12 天，学生完成了一项调查。学生对远程教学的多个方面进行了评分。此外，还比较了远程教学前后学生的考试成绩，并与前几年的期末成绩进行了比较。
大多数受访者表示，他们在远程教学期间学习效果不如面授（83%）；然而，学生在远程教学期间的考试成绩却表明并非如此。开放性问题揭示了学生在远程学习、工作量和倦怠方面的不同反应。
学生对学习的看法与实际学习成果之间似乎存在脱节。尽管这些结果可能正面支持远程教学，但定性数据表明，必须考虑学生对远程教学的体验，以避免学生的倦怠和压力。
