Louw Quinette Abegail, Berner Karina, De Beer Alida, Charumbira Maria Yvonne, Joseph Conran
Division of Physiotherapy, Department of Health and Rehabilitation Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, 7500, South Africa.
Division of Speech, Language and Hearing Therapy, Department of Health and Rehabilitation Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, 7500, South Africa.
BMC Med Educ. 2025 Mar 31;25(1):463. doi: 10.1186/s12909-025-06934-0.
Online education has become increasingly prevalent in higher education. However, there are insufficient research-led pedagogies to inform faculty aspiring to develop an online rehabilitation research methodology curriculum. This study aimed to explore a South African university's undergraduate rehabilitation students' experiences with a newly developed online research methodology module.
A cross-sectional mixed-methods survey was conducted using a questionnaire with a mix of Likert scales and open-ended questions. This paper reports qualitative feedback from three undergraduate rehabilitation student cohorts. Thematic analysis in Atlas.ti.22.2.4 used an abductive approach.
Forty-seven third-year Physiotherapy students in 2021 (response rate = 100%), 46 fourth-year Physiotherapy students in 2022 (response rate = 43%), and 26 third-year Speech-Language and Hearing Therapy students in 2023 (response rate = 38%) provided feedback. Key themes related to engagement and communication, content, and online user interfaces emerged. The findings highlighted the importance of dedicated support, clear communication about feedback, structured peer interactions, a clear and structured presentation of content aligned with explicit outcomes and explicit links between course components and professional practice in online research methodology courses. A well-organised, intuitive user interface and timely availability of engaging learning materials are crucial.
The findings underscore several critical aspects of effective online rehabilitation research methodology education. Addressing identified gaps, such as improving systematic feedback and clarifying task integration, can enhance the online research methodology learning experience for undergraduate rehabilitation students. The insights provided may be considered in the design of similar online medical courses.
在线教育在高等教育中越来越普遍。然而，缺乏以研究为导向的教学方法来指导有志于开发在线康复研究方法课程的教师。本研究旨在探讨一所南非大学的本科康复专业学生对新开发的在线研究方法模块的体验。
采用横断面混合方法调查，使用包含李克特量表和开放式问题的问卷。本文报告了三个本科康复专业学生群体的定性反馈。在Atlas.ti.22.2.4中使用归纳法进行主题分析。
2021年有47名三年级物理治疗专业学生（回复率 = 100%）、2022年有46名四年级物理治疗专业学生（回复率 = 43%）以及2023年有26名三年级言语语言与听力治疗专业学生（回复率 = 38%）提供了反馈。出现了与参与度和沟通、内容以及在线用户界面相关的关键主题。研究结果强调了在在线研究方法课程中提供专门支持、明确反馈沟通、结构化同伴互动、清晰且结构化地呈现与明确成果一致的内容以及课程组成部分与专业实践之间的明确联系的重要性。一个组织良好、直观的用户界面以及及时提供引人入胜的学习材料至关重要。
研究结果强调了有效的在线康复研究方法教育的几个关键方面。解决已发现的差距，如改善系统反馈和明确任务整合，可以提升本科康复专业学生的在线研究方法学习体验。在设计类似的在线医学课程时可考虑所提供的见解。
