Di Bari Mauro, Deodato Manuela, Paci Matteo, Gatti Roberto
Department of Experimental and Clinical Medicine, University of Florence, Largo Brambilla, 3, Florence, 50134, Italy.
Unit of Geriatrics, Department of Medicine and Geriatrics, Azienda Ospedaliero-Universitaria Careggi, Largo Brambilla, 3, Florence, 50134, Italy.
BMC Med Educ. 2025 Jul 15;25(1):1061. doi: 10.1186/s12909-025-07386-2.
With the lockdown imposed by the Coronavirus Disease 2019 (COVID-19) pandemic, remote online teaching (ROT) became pivotal in the rapid reorganization imposed on the healthcare professions' educational programs. Physiotherapy programs were particularly affected, as they are characterized by hard and soft skills that are hardly learned with ROT. The purpose of the present study was to investigate the experiences and opinions on ROT by faculties involved in the education and training of Physiotherapy students during the pandemic, and on its possible application thereafter.
Following accreditated checklists for qualitative research, semi-structured interviews were conducted by members of the National Directorate of the Physiotherapy programs in Italy. Academic directors (AD) and clinical training coordinators (CTC) of Italian Physiotherapy programs were randomly selected and interviewed, to collect their experiences and opinions on the use of ROT before, during, and after the COVID-19 pandemic. Iterative rounds of readings and discussions were conducted to analyze the interviews.
A total of 22 participants were interviewed, reaching a satisfactory level of saturation. Before the COVID-19 pandemic, ROT was used sporadically in academic activities; during the pandemic, participants familiarized themselves rapidly with this new approach, which was generally abandoned thereafter. After initial difficulties, most participants recognized the importance of ROT in preserving education during the lockdown. A negative impact on Physiotherapy students was occasionally reported, especially during their final exam and thesis dissertation. Despite the limitations of ROT in Physiotherapy education, participants recognized its advantages in supporting administrative tasks, sharing lectures, and creating international programs. Its potential for pedagogical innovation and the opportunity for investments in Internet-based didactic approaches were also underlined.
ROT was perceived as an important tool to preserve Physiotherapy programs during the COVID-19 pandemic. Although it was in general discontinued after the pandemic, many participants believed that it might contribute to establishing a "new normal" didactic paradigm in Physiotherapy education.
随着2019年冠状病毒病（COVID-19）大流行导致的封锁，远程在线教学（ROT）在对医疗保健专业教育项目进行的快速重组中变得至关重要。物理治疗项目受到的影响尤为显著，因为其专业特点所要求的硬技能和软技能很难通过远程在线教学来传授。本研究的目的是调查在大流行期间参与物理治疗专业学生教育和培训的教师对远程在线教学的体验和看法，以及该教学方式在疫情之后的可能应用情况。
按照定性研究的认可清单，由意大利物理治疗项目国家管理局的成员进行半结构化访谈。随机选择意大利物理治疗项目的学术主任（AD）和临床培训协调员（CTC）进行访谈，以收集他们在COVID-19大流行之前、期间和之后对远程在线教学使用情况的体验和看法。通过反复阅读和讨论对访谈内容进行分析。
共访谈了22名参与者，达到了令人满意的饱和程度。在COVID-19大流行之前，远程在线教学在学术活动中偶尔使用；在大流行期间，参与者迅速熟悉了这种新方法，但之后这种方法基本被弃用。在经历了最初的困难之后，大多数参与者认识到远程在线教学在封锁期间保障教育连续性方面的重要性。偶尔有报告称这对物理治疗专业学生有负面影响，尤其是在他们的期末考试和论文阶段。尽管远程在线教学在物理治疗教育中有局限性，但参与者认可其在支持行政任务、分享讲座和创建国际项目方面的优势。同时也强调了其在教学创新方面的潜力以及投资基于互联网的教学方法的机会。
在COVID-19大流行期间，远程在线教学被视为保障物理治疗项目的重要工具。尽管在大流行之后总体上不再使用，但许多参与者认为它可能有助于在物理治疗教育中建立一种“新常态”的教学模式。
