Blended Learning Versus Face-to-face Learning in Cardiac Physiotherapy Students

University of Valencia

Status: Completed

Conditions: Learning; Students

Treatments: Other: Blended-learning group; Other: Face-to-face learning group

Study type: Interventional

Funder types: Other

Identifiers

NCT05547009

IE1576047

Details and patient eligibility

About

Blended learning (BL) combines both face-to-face learning (FL) and online learning. There is no evidence about the effects of a BL program in cardiac physiotherapy education. This study aimed at comparing the effectiveness of a BL program versus a FL program in Physiotherapy Degree students on knowledge, competencies, satisfaction, perceptions, usability, BL acceptance, attitudes and behaviours. An assessor-blinded randomized trial was performed.

Full description

Blended learning (BL) combines both face-to-face learning (FL) and online learning. There is no evidence about the effects of a BL program in cardiac physiotherapy education. This study aimed at comparing the effectiveness of a BL program versus a FL program in Physiotherapy Degree students on knowledge, competencies, satisfaction, perceptions, usability, BL acceptance, attitudes and behaviours. An assessor-blinded randomized trial was performed. A total of 100 students were randomly allocated to a BL group (BLG, n=48), or a FL group (FLG, n=52). The BLG received face-to-face classes plus online re-sources (online syllabus, Moodle, scientific-based videos and websites, activities, glossary, and apps). The FLG received face-to-face classes and hardcopy resources (hardcopy syl-labus, scientific-based information, activities, and glossary). Knowledge, ethical and gen-der competencies, satisfaction, and perceptions were assessed pre- and post-intervention. Usability, BL acceptance, attitudes and behaviours were assessed post-intervention.

Enrollment: 100 patients

Sex: All

Ages: 18+ years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• Being a student of Degree in Physiotherapy at the University of Valencia.
• Willing to participate

Exclusion criteria

• Previous cardiac physiotherapy training.

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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100 participants in 2 patient groups

Blended-learning group

Experimental group

Description:

The BL program included paced, asynchronous online learning modules and scheduled online activities with strategic face-to-face lectures.

Treatment:

Other: Blended-learning group

Face-to-face learning group

Active Comparator group

Description:

Face-to-face classes.

Treatment:

Other: Face-to-face learning group