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- Chance-Larsen, Fiona, et al.
(författare)
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The use of an e-learning module on return to work advice for physiotherapists – A prospective cohort study
- 2018
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Ingår i: Physiotherapy Theory and Practice. - : Taylor & Francis. - 0959-3985 .- 1532-5040. ; 36:2, s. 267-275
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Tidskriftsartikel (refereegranskat)abstract
- Background:Nonspecific low back pain (LBP) can progress to chronic disability and prolonged absence from work. Despite clinical and professional guidelines, physiotherapists often fail to address return to work outcomes.Aims:The aim of this exploratory study was to determine whether an e-learning resource tailored to physiotherapy practice could affect physiotherapists’ attitudes and beliefs regarding return to work advice for their patients.Design:A prospective interventional cohort study (pilot).Methods:Participants were recruited via the Chartered Society of Physiotherapy website. Responses on a clinical vignette, the Health Care Providers’ Pain and Impairment Scale (HC-Pairs), and the Behavioral Constructs Questionnaire (BCQ) were collected online at baseline (Q1) and 2-months post-intervention (Q2).Results:Fifty-four physiotherapists completed Q1 and the response rate for Q2 was 44/54 (81%). Changes in the degree of agreement with guidelines indicated that the intervention made an impact on respondents (kappa 0.345; p = 0.003). HC-Pairs and BCQ results showed a nonstatistically significant trend toward the target behavior.Conclusions:There is a need for interventions to improve adherence with advice for return to work following nonspecific LBP. An e-learning tool for physiotherapists on advising patients regarding return to work has potential to positively affect self-reported clinical behavior.
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| 2. |
- Divanoglou, Anestis, 1979-, et al.
(författare)
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Physiotherapy student perspectives on synchronous dual-campus learning and teaching
- 2018
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Ingår i: Australasian Journal of Educational Technology. - : Australasian Society for Computers in Learning in Tertiary Education. - 1449-3098 .- 1449-5554. ; 34:3
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Tidskriftsartikel (refereegranskat)abstract
- An increasing number of universities offer educational programmes across multiple campuses, as a way of facilitating access to tertiary education and filling the shortage of health professionals in rural and regional settings. Offering an equitable learning experience across all sites has been considered an important aspect in any learning and teaching approach. This qualitative study analysed data from 10 focus group discussions and 11 unit evaluations, to explore student perceptions of synchronous dual-campus delivery of a physiotherapy programme in Central Queensland, Australia. An inductive approach to thematic analysis was used. Three themes emerged: (a) Student location influences learning; (b) Videoconferencing impacts learning and teaching; and (c) Dual-campus delivery determines teaching structures and shapes teaching processes. Difficulties related to cross-campus communication, logistics, and opportunities for interaction and engagement were seen as detrimental to synchronous dual-campus delivery. Skill-based demonstrations added another level of complexity. However, students identified a potential benefit from accessing expertise from both campuses. With careful planning and consideration of the potential barriers and facilitators, synchronous dual-campus learning environments can be an effective delivery option for higher education institutions. This study builds on existing literature and suggests a number of strategies that are specific to this mode of programme delivery.
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