eLearning in Physical Therapy: Lessons Learned From Transitioning a Professional Education Program to Full eLearning...

Area of Science:

• Health Professions Education
• Physical Therapy
• Online Learning

Background:

• The COVID-19 pandemic necessitated a rapid shift to full eLearning in physical therapist education programs.
• Understanding student experiences and recommendations is crucial for adapting educational strategies.
• This study addresses the unique challenges faced by undergraduate physical therapist students during this transition.

Purpose of the Study:

• To explore Australian undergraduate physical therapist students' perspectives on transitioning to full eLearning.
• To gather student recommendations for improving the eLearning experience during the COVID-19 pandemic.
• To inform future curriculum development for blended and online learning environments.

Main Methods:

• A cross-sectional qualitative study design was employed.
• Seven focus groups were conducted with 28 undergraduate physical therapist students.
• Inductive thematic analysis was used to analyze data on student experiences and recommendations.

Main Results:

• Students reported heightened negative emotions, including anxiety, stress, and reduced motivation.
• Face-to-face learning was valued for social support and peer/tutor feedback.
• Recommendations included blended learning with online lectures and supplementary resources, alongside in-person practical classes.

Conclusions:

• The transition to full eLearning during the pandemic negatively impacted student emotional well-being.
• A blended learning approach, combining online and face-to-face components, is recommended for physical therapist education.
• Future curriculum design should incorporate student feedback to enhance online and blended learning experiences.