|
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
|
