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Completed

NCT Number: NCT05645159

Blended Learning in Future Physiotherapy Professionals

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.

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Key information

Conditions

Heart Diseases Behavior Cardiovascular Diseases Communication Teach-Back Communication

Age range

18 year–35 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

University of Valencia

Valencia, 46010, Spain

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • studying a Physiotherapy Degree at the aforementioned University
  • to be willing to participate

Exclusion criteria

  • none

Treatment and study plan

Blended learning in heart disease

Other

The intervention included face-to-face classes and online resources (Moodle, online syllabus, videos, websites, podcasts, activities, apps, forums, emails, tutoring).

Primary outcomes

  1. Coronary Artery Disease Education Questionnaire (CADEQ)

    Time frame: 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).

  2. Coronary Artery Disease Education Questionnaire (CADEQ)

    Time frame: 4 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).

  3. Coronary Artery Disease Education Questionnaire (CADEQ)

    Time frame: 8 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).

  4. Coronary Artery Disease Education Questionnaire (CADEQ)

    Time frame: 12 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).

  5. Coronary Artery Disease Education Questionnaire (CADEQ)

    Time frame: 20 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 outcomes

  1. Effect of the Dader Method in Cardiovascular Risk of Patients with Risk Factors or Cardiovascular Disease Questionnaire (EMDADER)

    Time frame: 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).

  2. Academic Motivation Scale and Attributional Styles Questionnaire

    Time frame: 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.

  3. Student Engagement Questionnaire

    Time frame: 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.

  4. Community of Inquiry Survey

    Time frame: 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.

  5. Learning behaviours (I)

    Time frame: 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

  6. Learning behaviours (II)

    Time frame: 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

  7. Learning behaviours (III)

    Time frame: 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

Sponsors and collaborators

Lead sponsor

University of Valencia

Other

Registry information

Official study title

Effectiveness of a Heart Disease Blended Learning Program in Future Physiotherapy Professionals: A Prospective Study

Important dates

Study start
2021
Primary completion
2021
Study completion
2021
First posted
Dec 9, 2022
Registry last updated
Apr 19, 2023

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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