| Title |
Online technology use in physiotherapy teaching and learning: a systematic review of effectiveness and users’ perceptions
|
|---|---|
| Published in |
BMC Medical Education, September 2015
|
| DOI | 10.1186/s12909-015-0429-8 |
| Pubmed ID | |
| Authors |
Aleksandra K. Mącznik, Daniel Cury Ribeiro, G. David Baxter |
| Abstract |
The use of online technologies in health professionals' education, including physiotherapy, has been advocated as effective and well-accepted tools for enhancing student learning. The aim of this study was to critically review the effectiveness, and user perceptions of online technology for physiotherapy teaching and learning. Following databases were systematically searched on the 31(st) of August 2013 for articles describing implementation of online technologies into physiotherapy teaching and learning: ERIC, CINAHL, Web of Science, Academic search complete, ProQuest Nursing and Allied Health Source, Medline, Embase, and Scopus. No language, design or publishing date restrictions were imposed. Risk of bias was assessed using the 2011 Mixed Methods Appraisal Tool checklist (MMAT). A total of 4133 articles were retrieved; 22 articles met the inclusion criteria and were accepted for final analysis: 15 on the effectiveness of technology, and 14 on users' perceptions. Included studies used three designs: case study (14 articles), controlled trial (3), and randomized controlled trial (5). Studies investigated both pre-registration physiotherapy students (1523) and physiotherapy professionals (171). The quality of studies ranged from 67 to 100 % on the MMAT checklist which can be considered moderate to excellent. More than half of the studies (68 %) received scores greater than 80 %. Studies typically investigated websites and discussion boards. The websites are effective in enhancing practical skills performance, and discussion boards in knowledge acquisition, as well as in development of critical and reflective thinking. Students' perceptions of the use of websites were mostly positive, providing students with entertaining, easy accessible resources. Perceived barriers to the use of websites included difficulties with internet connection, insufficiently interactive material, or personal preference for paper-based materials. Discussion boards were perceived as deepening students' thinking and facilitating reflection, allowing for learning from multiple perspectives, and providing easy communication and support. The results of this review suggest that online technologies (i.e., websites and discussion boards) have many benefits to offer for physiotherapy teaching and learning; There was minimal evidence of barriers for the use of online technologies, however, addressing the identified ones could enhance adherence to use of online technologies in health professionals' education. |
X Demographics
The data shown below were collected from the profiles of 15 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 4 | 27% |
| New Zealand | 3 | 20% |
| Guyana | 1 | 7% |
| Japan | 1 | 7% |
| Australia | 1 | 7% |
| Uganda | 1 | 7% |
| Unknown | 4 | 27% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 9 | 60% |
| Scientists | 3 | 20% |
| Science communicators (journalists, bloggers, editors) | 1 | 7% |
| Practitioners (doctors, other healthcare professionals) | 1 | 7% |
| Unknown | 1 | 7% |
Mendeley readers
The data shown below were compiled from readership statistics for 287 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | <1% |
| Spain | 1 | <1% |
| Unknown | 285 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 36 | 13% |
| Student > Bachelor | 33 | 11% |
| Student > Ph. D. Student | 23 | 8% |
| Researcher | 22 | 8% |
| Lecturer | 19 | 7% |
| Other | 68 | 24% |
| Unknown | 86 | 30% |
| Readers by discipline | Count | As % |
|---|---|---|
| Nursing and Health Professions | 71 | 25% |
| Medicine and Dentistry | 51 | 18% |
| Social Sciences | 16 | 6% |
| Psychology | 10 | 3% |
| Computer Science | 8 | 3% |
| Other | 43 | 15% |
| Unknown | 88 | 31% |
Attention Score in Context
This research output has an Altmetric Attention Score of 10. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 10 September 2020.
All research outputs
#3,693,610
of 25,142,442 outputs
Outputs from BMC Medical Education
#657
of 3,910 outputs
Outputs of similar age
#48,184
of 280,622 outputs
Outputs of similar age from BMC Medical Education
#12
of 60 outputs
Altmetric has tracked 25,142,442 research outputs across all sources so far. Compared to these this one has done well and is in the 85th percentile: it's in the top 25% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 3,910 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 6.4. This one has done well, scoring higher than 83% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 280,622 tracked outputs that were published within six weeks on either side of this one in any source. This one has done well, scoring higher than 82% of its contemporaries.
We're also able to compare this research output to 60 others from the same source and published within six weeks on either side of this one. This one has done well, scoring higher than 81% of its contemporaries.