Physiotherapy students’ academic performance and satisfaction after following a chest physiotherapy course in hybrid mode : a case-control study
Bellini, Raffaella ; Rossettini, Giacomo ; Letafatkar, Amir ; Dell’Isola, Andrea LU and Battista, Simone LU
(2024)
In Scientific Reports
14(1).
- Abstract
Hybrid e-learning offered flexibility for students who could not attend in-person classes during the COVID-19 pandemic, but its effectiveness in teaching chest physiotherapy remains to be determined. This retrospective case-control study assessed physiotherapy students’ academic performance and satisfaction with a hybrid classroom approach adopted during the COVID-19 pandemic for teaching airway clearance techniques. Physiotherapy students participated in a ‘Critical area and airway clearance techniques’ seminar in person or remotely. The evaluation included a multiple-choice quiz (0–20 points) for theoretical knowledge, a checklist (0–10 points) for practical skills, and a total score (0–30 points). Satisfaction was measured using a... (More)
Hybrid e-learning offered flexibility for students who could not attend in-person classes during the COVID-19 pandemic, but its effectiveness in teaching chest physiotherapy remains to be determined. This retrospective case-control study assessed physiotherapy students’ academic performance and satisfaction with a hybrid classroom approach adopted during the COVID-19 pandemic for teaching airway clearance techniques. Physiotherapy students participated in a ‘Critical area and airway clearance techniques’ seminar in person or remotely. The evaluation included a multiple-choice quiz (0–20 points) for theoretical knowledge, a checklist (0–10 points) for practical skills, and a total score (0–30 points). Satisfaction was measured using a 5-point Likert scale. Quartile regression tests calculated median differences, 95% confidence intervals (CIs), and Cohen’s d effect sizes for each assessment component. The analysis included 41 students (54% men, mean age: 23 ± 2.1). The face-to-face group outperformed the remote group in total scores (median difference: 6 [95% CI 2.89; 9.10], effect size: 1.48 [0.72; 2.23]) and practical skills (median difference: 4 [2.31; 5.68], effect size: 2.05 [1.35; 2.76]). However, there was no conclusive difference in theoretical knowledge (median difference: 2 [-0.24; 4.24], effect size: 0.61 [-0.07; 1.29]). Student satisfaction was similar. Physiotherapy students attending the ‘Critical area and airway clearance techniques’ seminar remotely achieved lower scores than their in-person counterparts, highlighting the potential limitations of hybrid teaching for this subject. The mean scores indicated that this method allowed students to acquire the necessary knowledge during the COVID-19 pandemic.
(Less)
- author
- Bellini, Raffaella
; Rossettini, Giacomo
; Letafatkar, Amir
; Dell’Isola, Andrea
LU
and Battista, Simone
LU
- organization
- publishing date
- 2024-12
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Distance, Education, Physical therapy modalities, Physical therapy specialty
- in
- Scientific Reports
- volume
- 14
- issue
- 1
- article number
- 24996
- publisher
- Nature Publishing Group
- external identifiers
-
- pmid:39443647
- scopus:85207414068
- ISSN
- 2045-2322
- DOI
- 10.1038/s41598-024-76051-3
- language
- English
- LU publication?
- yes
- additional info
- Publisher Copyright: © The Author(s) 2024.
- id
- 36848d94-8de3-4b4b-8d56-e031b965edfd
- date added to LUP
- 2024-11-26 10:48:32
- date last changed
- 2025-06-11 02:22:26
@article{36848d94-8de3-4b4b-8d56-e031b965edfd,
abstract = {{<p>Hybrid e-learning offered flexibility for students who could not attend in-person classes during the COVID-19 pandemic, but its effectiveness in teaching chest physiotherapy remains to be determined. This retrospective case-control study assessed physiotherapy students’ academic performance and satisfaction with a hybrid classroom approach adopted during the COVID-19 pandemic for teaching airway clearance techniques. Physiotherapy students participated in a ‘Critical area and airway clearance techniques’ seminar in person or remotely. The evaluation included a multiple-choice quiz (0–20 points) for theoretical knowledge, a checklist (0–10 points) for practical skills, and a total score (0–30 points). Satisfaction was measured using a 5-point Likert scale. Quartile regression tests calculated median differences, 95% confidence intervals (CIs), and Cohen’s d effect sizes for each assessment component. The analysis included 41 students (54% men, mean age: 23 ± 2.1). The face-to-face group outperformed the remote group in total scores (median difference: 6 [95% CI 2.89; 9.10], effect size: 1.48 [0.72; 2.23]) and practical skills (median difference: 4 [2.31; 5.68], effect size: 2.05 [1.35; 2.76]). However, there was no conclusive difference in theoretical knowledge (median difference: 2 [-0.24; 4.24], effect size: 0.61 [-0.07; 1.29]). Student satisfaction was similar. Physiotherapy students attending the ‘Critical area and airway clearance techniques’ seminar remotely achieved lower scores than their in-person counterparts, highlighting the potential limitations of hybrid teaching for this subject. The mean scores indicated that this method allowed students to acquire the necessary knowledge during the COVID-19 pandemic.</p>}},
author = {{Bellini, Raffaella and Rossettini, Giacomo and Letafatkar, Amir and Dell’Isola, Andrea and Battista, Simone}},
issn = {{2045-2322}},
keywords = {{Distance; Education; Physical therapy modalities; Physical therapy specialty}},
language = {{eng}},
number = {{1}},
publisher = {{Nature Publishing Group}},
series = {{Scientific Reports}},
title = {{Physiotherapy students’ academic performance and satisfaction after following a chest physiotherapy course in hybrid mode : a case-control study}},
url = {{http://dx.doi.org/10.1038/s41598-024-76051-3}},
doi = {{10.1038/s41598-024-76051-3}},
volume = {{14}},
year = {{2024}},
}