Department of Physical Therapy and Rehabilitation, Uskudar University, İstanbul, Turkey.
Department of Physical Therapy and Rehabilitation, Karadeniz Technical University, Üniversite Mah, Trabzon, Turkey.
Clin Anat. 2024 Jul;37(5):578-586. doi: 10.1002/ca.24163. Epub 2024 Mar 28.
Technological developments and the pandemic have popularized the distance learning model at universities. In this educational model, students spend more time in front of screens, and screen-related health conditions have become important. This cross-sectional study of 177 undergraduate students was designed to investigate the effect of block and traditional scheduling in online distance education (ODE) on their musculoskeletal pain and to investigate their perceptions of block scheduling. A two-stage method was used: a quantitative design to compare pain levels, and a qualitative design to determine the students' perceptions of block scheduling using an online survey. Pain intensity was assessed using the Numeric Rating Scale (NRS-11). Data were collected in the university health sciences department. Pain intensity following the block and traditional lessons was analyzed using a paired t-test. Students in the block schedule had significantly more pain, with a large effect size on the whole trunk and upper limbs. Pain levels were also clinically meaningful for the upper (5.73 ± 2.75), lower (5.59 ± 2.87), and neck (4.92 ± 2.60) regions. Students reported positive experiences with block scheduling in ODE such as saving time (43%) and maintaining subject integrity (26%), but also negative experiences such as distraction (56%), fatigue (33%), pain (17%), and boredom (11%). Block scheduling in ODE could cause clinically significant neck and back pain. In distance learning, keeping the course duration short and ensuring student mobility in the classroom are important.
技术的发展和大流行使大学的远程学习模式普及。在这种教育模式中，学生在屏幕前花费的时间更多，与屏幕相关的健康状况变得很重要。本研究对 177 名本科生进行了横断面研究，旨在调查在线远程教育（ODE）中块式和传统课程安排对学生肌肉骨骼疼痛的影响，并调查他们对块式课程安排的看法。采用两阶段方法：定量设计比较疼痛程度，定性设计使用在线调查确定学生对块式课程安排的看法。使用数字评分量表（NRS-11）评估疼痛强度。数据在大学健康科学系收集。使用配对 t 检验分析块式和传统课程后的疼痛强度。在块式课程安排的学生中，疼痛强度明显更高，对整个躯干和上肢的影响较大。块式课程安排的学生的疼痛水平在上肢（5.73 ± 2.75）、下肢（5.59 ± 2.87）和颈部（4.92 ± 2.60）区域也具有临床意义。学生报告了 ODE 中块式课程安排的积极体验，例如节省时间（43%）和保持学科完整性（26%），但也有负面体验，例如分心（56%）、疲劳（33%）、疼痛（17%）和无聊（11%）。ODE 中的块式课程安排可能导致临床显著的颈部和背部疼痛。在远程学习中，保持课程持续时间短并确保学生在课堂上的机动性很重要。
