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Improving physiotherapists' ability to recognise the presence of a serious pathology with a digital educational
Jessie Janssen1,2, Wolfgang Lackenbauer3, Simon Gasselich1
1Institute of Therapeutic and Midwifery Sciences, Department of Health Sciences, IMC University of Applied Sciences Krems, Krems an der Donau, Austria.
Background:
Due to an aging population, the incidence of musculoskeletal disorders and serious pathologies like spinal fractures and cancer is rising. Physiotherapists are ideally positioned to screen for signs and symptoms of serious pathologies (red flags) early; however, training in recognizing these signs and symptoms is limited. Additionally, evidence on the effectiveness of digital educational tools for this purpose is sparse. This study aimed to assess the feasibility of a digital educational training designed to improve physiotherapists' ability to identify serious pathologies.
Methods:
A randomised mixed-methods feasibility study ran from March to May 2024, involving Austrian physiotherapists recruited via email. After providing informed consent and demographic data, participants completed a structured digital educational training. This training comprised three asynchronous chapters, with Chap. 2 featuring modules in orthopaedics, oncology, and internal medicine. Various digital formats (video podcast, presentations, animations) of different durations were included to gauge user preferences. Feedback was gathered using the Feasibility of Intervention Measure (FIM) and a mixed-methods survey. Quantitative data were analysed descriptively using SPSS, and qualitative data inductively using MAXQDA.
Results:
Thirty-nine physiotherapists registered, and 30 completed the digital educational training. The median FIM score was 5, indicating high feasibility. Participants favoured digital materials lasting 6 to 15 min. Qualitative feedback highlighted the need for platform improvements (e.g., flexible module access) and enhancements to the digital educational training (e.g., detailed background information, more complex vignettes, varied formats). Participants appreciated the asynchronous learning possibility, progression tracking, and varied short digital formats but noted the limitations of online learning compared to in-person interactions.
Conclusions:
Our findings suggest that a digital educational training aimed at improving physiotherapists' ability to detect serious pathologies is feasible. Participants emphasized the importance of adaptable platforms and a variation in digital materials to enhance the training. Limitations included the need for additional complex vignettes and limited participation in face-to-face discussions. Future research should explore flexible learning options, complex scenarios, and direct feedback mechanisms.
