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Table 3 Main aspects of the studies (n = 14) investigating perceptions of students/users on technology in physiotherapy learning and teaching
| Study credentials | Country | Design | Participants | Intervention technology used, Theme/course, Length of the intervention | Outcome measures (tool/method) | Key findings | Quality |
|---|---|---|---|---|---|---|---|
| Arroyo-Morales, 2012 [23] | Spain | RCT | 46 (28f) UG, 2nd | Website; ‘Fundamentals of Physiotherapy’; 3 weeks | Perceptions on the quality of the educational environment (1–5 Likert) | Exp group scored higher on 3/10 items: ‘classes were entertaining’ , ‘I was able to learn a lot’ , ‘I was able to apply what I learned’; Con group scored higher on willingness to learn another anatomical region. Exp group reported high levels of satisfaction with the website. | 83 |
| Cantarero-Villanueva, 2012 [24] | Spain | RCT | 50 (29f) UG | Website; ' Fundamentals of Physiotherapy': palpation and ultrasound; 2 modules | Students perceptions of quality of educational method (5-point Likert survey) | No differences between groups in participants’ evaluation of the quality of learning. | 83 |
| Hayward, 2004 [41] | USA | CS | 57 PG,5th | Virtual learning environment: chat, discussion board; ‘Research for Physical Therapists’; 12-week course | Experiences and perceived learning (discussion board and chat room transcripts, reflective papers) | Discussion boards were deepening thinking and ability to critically examine a topic, also gave participants multiple perspectives. Technology was perceived as beneficial for improving self-directed learning strategies. Barriers included problems with access to the internet or computer, and preference for face-to-face contact. | 100 |
| Jones, 2010 [26] | Canada, Hong Kong | RCT, TG | Canada: 35, Hong, Kong:37 | Video link, web-based tutorials; Two topics: oxygen transport, manual hyperinflation (cardiovascular and cardiopulmonary physiotherapy); 3 weeks | Students evaluation of learning experience | Video link group valued learning from international peers. | 67 |
| Ladyshew-sky, 2008 [42] | Australia | CS | 32 UG, 4th | Blogging; Clinical placements; 15 weeks | Perceptions of learning experience and support for reflective practice | Students liked simplicity, non-threatening environment, informality, accessibility and convenience of blogging; they enjoyed learning from each other. Blogging required reflection, processing of thoughts and structuring them; let for building the trust in the group. Perceived barriers included: technical issues, too small groups, lack of example blogs. | 67 |
| Low, 2008 [30] | USA | CT | 81 PG | Virtual learning environment (VLE): chat, threaded discussion, bulletin board, e-diary; clinical internship; 6 or 12 weeks | Communication with classmates and perceived effectiveness of program (survey) | VLE: let for communication, was easy to use; e-diary: beneficial source of reflection. Technology was supportive for students while off campus. | 100 |
| Maloney, 2013 [38] | Australia | CS | 18 UG, 4th | Digital repository; placements; semester | Attitudes (focus groups) | Online resources convenient and useable; could support physiotherapy practice in workplace; may be an effective tool for life-long learning. | 85 |
| Moore, 2012 [37] | USA | RCT | 33 DPT, 1st | Video podcasts; Basic clinical skills course: transfer and 3 weeks | Perceptions of use of both learning methods (survey with 1–5 Likert scales) | Podcasting appeared to be a reasonable alternative to in-class demonstrations for teaching basic transfer and gait training skills. | 67 |
| Peacock, 2007 [39] | UK | CS, TG | 49 UG, 10 PG | Digital repository, discussion board; psychology (UG), paediatric (PG);1 semester | Perceptions, expectations, views (students, tutors focus groups and interviews) | Discussions provided peer-support and encouraged engagement with learning materials. Issues such as access, induction, IT skills need, and time requirement, have to be addressed before e-learning will offer ‘another dimension’ to lifelong learning. | 100 |
| Pittenger, 2012 [35] | USA | CS | 50 DPT,2nd | Collaborative wikis; 'Rehabilitation Pharmacotherapy'; 1 semester | Previous experience with online learning (survey), | Wikis were successful in learning pharmacotherapy. Writing was helpful and difficult, complexity of the course form allowed for pharmacotherapy application in physiotherapy context. | 77 |
| perceived effectiveness and feasibility of the course form (survey, focus groups); | |||||||
| professional identity development (reflection assignment, focus groups) | |||||||
| Preston, 2012 [27] | Australia | CT Exp: online teaching additional to usual teaching, Con: usual teaching; | 59 UG,2nd | Digital repository; Neurological physiotherapy; 5-weeks + revision session | Perceived usefulness of the resource (survey with VAS + comments) | Resource useful, handy, great visual tool and reminder of what was learnt in class. | 100 |
| Salbach, 2011 [43] | Canada | CS | 23 PR | Personal digital assistant; Neurophysiotherapy; one off | Preferences for strategies to increase access to, implementation and application of research findings into clinical practice (in depth telephone interviews) | Advantages of PDA: quick and timely access to information, integration of information, sharing. Concerns: PDA may not be available in workplace, requirement to wear it, patient perception on technology use during a visit, high cost, training how to use it required. | 83 |
| Thomas, 2011 [40] | USA | CS | 25 + 30 DPT,2st | Website; ‘Human gross anatomy’; 10 weeks | Perceptions (pre-, post-questionnaire Likert scale 1–5) | Students benefited from multimodal approach to learning. | 83 |
| Wait, 2009 [44] | USA | CS | 28 DPT,1st | Audience response system (ARS); ‘Anatomy for Physical Therapists’; 16 weeks | Perceptions (Likert 1–5 + open ended questions) | ARS permitted for self-assessment and comparison of the performance with others; the immediacy of ARS feedback enhanced students' confidence to actively participate in subsequent small group discussions. | 77 |
