NCT05547009

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

A Randomized Trial Comparing Blended Learning Versus Face-to-face Learning in Cardiac Physiotherapy Students

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 100 (actual)
• Sponsor: University of Valencia · Academic / Other
• Sex: All
• Age: 18 Years
• Healthy volunteers: Accepted

Summary

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.

Detailed 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.

Conditions

• Learning
• Students

Interventions

Type	Name	Description
OTHER	Blended-learning group	The BL program included paced, asynchronous online learning modules and scheduled online activities with strategic face-to-face lectures. Resources: 1) Moodle platform: it was used as a virtual communication platform. 2) Online syllabus: an online specific syllabus about cardiac physiotherapy was developed. 3) Online glossary: an online glossary performed by the teacher was available for the students. 4) Online videos: several videos of international and national scientific societies were provided. 5) Websites: several links to websites of international and national scientific societies such as the European Society of Cardiology, the American Heart Association or the World Heart Federation were used. 6) Online activities: five four-question online activities were created. 7) Apps, using the app Ariadna to prevent from cardiovascular risk and look for defibrillators around; 8) Online tutorship, through an online communication platform (Blackboard Collaborate).
OTHER	Face-to-face learning group	The FLG included: 1) Face-to-face classes; 2) Hardcopy syllabus; 3) Hardcopy scien-tific societies information; 4) Face-to-face activities: four questions per each theme; 5) Hardcopy glossary; and 6) Face-to-face tutorships. In all cases, the content of the infor-mation provided was the same as the information provided to the BLG, although in a face-to-face design.

Timeline

• Start date: 2020-09-12
• Primary completion: 2021-03-30
• Completion: 2021-03-30
• First posted: 2022-09-21
• Last updated: 2022-09-22

Locations

1 site across 1 country: Spain