Heart Diseases, Teach-Back Communication
Conditions
Keywords
Blended learning, Education, Teaching methods, Physiotherapy, Students
Brief summary
Blended Learning (BL) is proving to be an effective method of teaching within the health professions . However, there are still scarce studies on BL conducted with undergraduate physiotherapy students. Therefore, the aim of this study was to determine the effectiveness of a heart disease BL programme in knowledge, motivation, engagement, design of the programme instructions and learning behaviours in physiotherapy students.
Interventions
OTHERBlended learning in heart disease
The intervention included face-to-face classes and online resources (Moodle, online syllabus, videos, websites, podcasts, activities, apps, forums, emails, tutoring).
Sponsors
University of Valencia
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
OTHER
Masking
NONE
Intervention model description
Students of physiotherapy of the University of Valencia
Eligibility
Sex/Gender
ALL
Age
18 Years to 35 Years
Healthy volunteers
Yes
Inclusion criteria
* studying a Physiotherapy Degree at the aforementioned University * to be willing to participate
Exclusion criteria
* none
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Coronary Artery Disease Education Questionnaire (CADEQ) | 0 weeks | CADEQ includes 20 closed-ended questions about medical conditions, risk factors, exercise, nutrition, and psychosocial wellbeing with a single-word answer (yes, no). Total score ranges from 0 to 20 (0=poorest knowledge, 20=best knowledge). |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Academic Motivation Scale and Attributional Styles Questionnaire | 4, 8 weeks | The tool is composed of 24 items, using a 7-point Likert scale: from 1 (totally disagree) to 7 (totally agree). The scale integrates three domains related to learning motivation: Intrinsic Motivation (9 items), Performance Motivation (7 items) and Extrinsic Motivation (7 items). The maximum score is 7. The scale is prepared to add the different items even if they measure different items. They will not be interpreted separately. |
| Student Engagement Questionnaire | 4, 8 weeks | It is a 35-item questionnaire, scored on a five-point Likert scale (1=totally disagree, 5=totally agree). The questionnaire is divided into five dimensions: Intellectual Capabilities (items 1-10), Working Together (items 11-16), Teaching (items 17-25), Teacher-student Relationship (items 26-29), and Student-student Relationship (items 30-35). The maximum score of the questionnaire is 5. The scale is prepared to add the different items even if they measure different items. They will not be interpreted separately. |
| Community of Inquiry Survey | 0, 4, 8, 12 and 20 weeks | A 34-item questionnaire, scored on a five-point Likert scale (1=strongly disagree, 5=strongly agree) that includes three dimensions: i) Cognitive Presence (items 1-13), related to the degree to which participants are able to construct meaning and knowledge through continuous communication, reflection, and discussion; ii) Social Presence (items 14-22), related to the ability of participants to identify with the community, communicating and developing interpersonal relationships; iii) Teaching Presence (items 23-34), referring to the design, guidance and direction, on the part of teachers, of cognitive and social processes with the purpose of achieving the result of meaningful learning in students. The maximum score of the questionnaire is 5. The scale is prepared to add the different items even if they measure different items. They will not be interpreted separately. |
| Effect of the Dader Method in Cardiovascular Risk of Patients with Risk Factors or Cardiovascular Disease Questionnaire (EMDADER) | 0, 4, 8, 12 and 20 weeks | EMDADER is composed of 10 multiple-choice questions with four answer options on coronary artery disease and risk factors, and two questions to report weight and height. Total score ranges from 0 to 10 (0=poorest knowledge, 10=best knowledge). |
| Learning behaviours (II) | 0, 4, 8, 12 and 20 weeks | Number of topics visited were retrieved and collected from the institution's Moodle platform Virtual ClassroomTM, through class progress |
| Learning behaviours (III) | 0, 4, 8, 12 and 20 weeks | The score of questionnaires were retrieved and collected from the institution's Moodle platform Virtual ClassroomTM, through class progress |
| Learning behaviours (I) | 0, 4, 8, 12 and 20 weeks | Number of downloads were retrieved and collected from the institution's Moodle platform Virtual ClassroomTM, through class progress |
Countries
Spain
Outcome results
None listed