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Evaluating the feasibility of a blended learning approach incorporating an e-resource for teaching whiplash injury
Ana Paula Carvalho-E-Silva1, Jing Hern Kevin Poh2, Christopher Papic3
1Sydney School of Health Sciences Faculty of Medicine and Health, University of Sydney, Sydney, Australia; John Walsh Centre for Rehabilitation Research, The Kolling Institute, University of Sydney, Sydney, NSW, Australia; College of Health Science, Education Center of Australia, Sydney, Australia.
Background:
Effective management of Whiplash-Associated Disorders (WAD) requires adherence to evidence-based guidelines. While educational interventions and e-resources improved guideline knowledge among healthcare professionals, their implementation in physiotherapy education remains unexplored.
Objectives:
To evaluate the feasibility and acceptability of a multifaceted implementation strategy, including an integrated e-resource, within physiotherapy education.
Methods:
Guided by the Exploration, Preparation, Implementation, and Sustainment (EPIS) framework, this single-group pre-post pilot implementation study evaluated a blended learning strategy that included: (i) interactive education, with integration of an e-resource into existing curricula, (ii) opinion leaders, and (iii) student champions. Feasibility outcomes included participation in educational intervention, access to e-resources, research recruitment and retention rates. Acceptability of e-resource and exploratory knowledge change outcomes were assessed using baseline and six-week follow-up questionnaires.
Results:
Of 229 students, 171 attended the educational tutorial (75% participation rate). E-resource access was reported by 55% of enrolled students and 74% of tutorial attendees. Recruitment and retention rates were 59% and 32%, respectively. E-resource acceptability was high (>80%). Exploratory pre-post analyses suggested higher levels of knowledge at follow-up for WAD classification (42%), prognostic factors (44%), and when to refer (48%). No differences were observed in knowledge of the Canadian C-Spine Rule or risk-stratified matched-care principles.
Conclusion:
The multifaceted implementation strategy was feasible to integrate within an existing physiotherapy curriculum and demonstrated high acceptability of e-resources. Exploratory findings suggested a change in knowledge of WAD classification, prognosis, and referral pathways; however, these should be interpreted with caution given the single-group design and the modest follow-up retention rate.