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Completed

NCT Number: NCT05547009

Blended Learning Versus Face-to-face Learning in Cardiac Physiotherapy Students

Blended learning (BL) combines both face-to-face learning (FL) and online learning. There is no evidence about the effects of a BL program in cardiac physiotherapy education. This study aimed at comparing the effectiveness of a BL program versus a FL program in Physiotherapy Degree students on knowledge, competencies, satisfaction, perceptions, usability, BL acceptance, attitudes and behaviours. An assessor-blinded randomized trial was performed.

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Key information

Conditions

Learning Students

Age range

18 year and older

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

University of Valencia

Valencia, 46010, Spain

About this study

Blended learning (BL) combines both face-to-face learning (FL) and online learning. There is no evidence about the effects of a BL program in cardiac physiotherapy education. This study aimed at comparing the effectiveness of a BL program versus a FL program in Physiotherapy Degree students on knowledge, competencies, satisfaction, perceptions, usability, BL acceptance, attitudes and behaviours. An assessor-blinded randomized trial was performed. A total of 100 students were randomly allocated to a BL group (BLG, n=48), or a FL group (FLG, n=52). The BLG received face-to-face classes plus online re-sources (online syllabus, Moodle, scientific-based videos and websites, activities, glossary, and apps). The FLG received face-to-face classes and hardcopy resources (hardcopy syl-labus, scientific-based information, activities, and glossary). Knowledge, ethical and gen-der competencies, satisfaction, and perceptions were assessed pre- and post-intervention. Usability, BL acceptance, attitudes and behaviours were assessed post-intervention.

Who can participate

Healthy volunteers accepted: Yes

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

Inclusion criteria

  • Being a student of Degree in Physiotherapy at the University of Valencia.
  • Willing to participate

Exclusion criteria

  • Previous cardiac physiotherapy training.

Treatment and study plan

Blended-learning group

Other

The BL program included paced, asynchronous online learning modules and scheduled online activities with strategic face-to-face lectures. Resources: 1) Moodle platform: it was used as a virtual communication platform. 2) Online syllabus: an online specific syllabus about cardiac physiotherapy was developed. 3) Online glossary: an online glossary performed by the teacher was available for the students. 4) Online videos: several videos of international and national scientific societies were provided. 5) Websites: several links to websites of international and national scientific societies such as the European Society of Cardiology, the American Heart Association or the World Heart Federation were used. 6) Online activities: five four-question online activities were created. 7) Apps, using the app Ariadna to prevent from cardiovascular risk and look for defibrillators around; 8) Online tutorship, through an online communication platform (Blackboard Collaborate).

Face-to-face learning group

Other

The FLG included: 1) Face-to-face classes; 2) Hardcopy syllabus; 3) Hardcopy scien-tific societies information; 4) Face-to-face activities: four questions per each theme; 5) Hardcopy glossary; and 6) Face-to-face tutorships. In all cases, the content of the infor-mation provided was the same as the information provided to the BLG, although in a face-to-face design.

Primary outcomes

  1. Knowledge acquisition

    Time frame: 5 minutes

    Multiple-choice test. Score from 0 to 10 .The higher the score, the greater the knowledge.

Secondary outcomes

  1. Cross-curricular ethical and gender competencies

    Time frame: 5 minute

    Higher Education, Transversal Skills and Gender Questionnaire. From 1 to 42. The higher the score, the more ethical and gender competencies are acquired.

  2. Satisfaction with the program

    Time frame: 5 minute

    6-item Yang's Satisfaction Questionnaire. From 1 to 24. The higher the score, the greater the satisfaction with the program.

  3. Perceptions and evaluation of the program

    Time frame: 5 minutes

    8-item Kavadella's Perceptions Questionnaire. From 1 to 40 points. The higher the score, the better the perceptions and evaluation of the program.

  4. Usability of the virtual platform

    Time frame: 5 minutes

    System Usability Scale. The total SUS score (0 to 100) can be interpreted as not acceptable (0-64), acceptable (65 to 84), or excellent (85 to 100)

  5. Blended-learning acceptance

    Time frame: 5 minutes

    4-item Blended Learning Acceptance Scale. From 1 to 28 points. The higher the score, the greater the acceptance.

  6. Students' attitudes towards e-learning and e-learning behaviour

    Time frame: 5 minutes

    Questionnaire comprising 3 items (how much Moodle helped you, willingness of using Moodle, interest in e-learning). The higher score, the greater attitudes towards e-learning and e-learning behaviour.

Sponsors and collaborators

Lead sponsor

University of Valencia

Other

Registry information

Official study title

A Randomized Trial Comparing Blended Learning Versus Face-to-face Learning in Cardiac Physiotherapy Students

Important dates

Study start
2020
Primary completion
2021
Study completion
2021
First posted
Sep 21, 2022
Registry last updated
Sep 22, 2022

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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