Digital learning designs in physiotherapy education: a systematic review and meta-analysis

Area of Science:

• Health Professions Education
• Educational Technology
• Digital Learning

Background:

• Digital learning designs offer potential for higher education but research in physiotherapy is limited.
• This study investigates the effectiveness of digital learning designs in physiotherapy education.

Purpose of the Study:

• To identify and evaluate the effectiveness of various digital learning designs in physiotherapy education.

Main Methods:

• Systematic review and meta-analysis of randomized and non-randomized trials.
• Searched eight databases for digital learning and technology studies.
• Independent review, quality assessment, and meta-analysis of learning effects for similar interventions.

Main Results:

• 22 studies included: 17 RCTs, 5 cohort studies. Blended learning (21 studies) and flipped classroom (5 studies) were common.
• Meta-analyses showed significant positive effects for flipped classrooms (knowledge), interactive apps (practical skills), and student-produced videos (practical skills).
• Blended learning designs were as or more effective than traditional teaching; distance learning showed no significant difference.

Conclusions:

• Digital learning designs (blended, distance) are as or more effective than traditional teaching in physiotherapy.
• Flipped classrooms, interactive apps, and student videos show significant learning benefits.
• Further large-scale trials are needed to confirm findings and explore digital learning's impact on practical skills, retention, and study approaches.