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Completed

NCT Number: NCT05800912

Physical Therapy Students' Reflective Thinking With Narrative Photography in Heart Transplantation

Physical therapy students must learn about heart transplantation, and must be able to communicate with patients using empathy and moral sensitivity. The aim of the study is to compare the narrative photography (NP) and traditional learning (TL) methods applied to heart transplantation physical therapy, as they relate to physical therapy students' knowledge, empathy, satisfaction, and moral sensitivity.

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Key information

Conditions

Students

Age range

19 year–50 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

University of Valencia

Valencia, 46010, Spain

About this study

Physical therapy students must learn about heart transplantation. They need to know how to attend to the needs and emotions of these patients using empathy and moral sensitivity. The aim of the study is to compare the narrative photography (NP) and traditional learning (TL) methods applied to heart transplantation physical therapy, as they relate to physical therapy students' knowledge, empathy, satisfaction, and moral sensitivity.

This is a randomized contorlled trial with 117 participants of third year of Physiotherapy Degree. Students were divided into two groups: i) NP group (n = 56), and ii) TL group (n = 61).

Physical therapy knowledge in heart transplantation, empathy, and moral sensitivity were measured pre-intervention and post-intervention in both groups. Satisfaction was measured post-intervention in the NP group.

Who can participate

Healthy volunteers accepted: Yes

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

Inclusion criteria

  • Third-year physical therapy students who were studying the heart transplantation physical therapy course in a Physical therapy Degree.

Exclusion criteria

  • Who did not meet the above inclusion criteria.

Treatment and study plan

Narrative photography

Other

Students were shown real-life written stories, audio, and videos using a private online platform. The training activity included four modules: i) heart transplantation waiting list; ii) life expectancy, fear of death, and organ rejection; iii) post-transplant physical and functional limitations; and iv) lack of knowledge of physical exercise patients can perform.

The students were encouraged to think about how they would feel if they had undergone heart transplantation. Afterward, they had to communicate these feelings using up to three photographs and reflective explanatory text.

Two weeks later, the students met a heart transplantation expert patient followed by an educator-guided debate. Students' images were shared and discussed. Moreover, students were encouraged to explain their feelings and their acquired skills (two hours).

Traditional learning

Other

A participatory lecture was carried out, in which cardiac rehabilitation in heart transplantation patients was explained. Then, there was an educator-guided debate about protocols and actions (one hour).

Second, the students autonomously prepared clinical cases on physical limitations, physical exercise, risk factors, and life after transplantation (two hours).

Two weeks later, the clinical session was held among students (2 hours). They adopted the roles of physical therapists or transplant patients to work on: i) post-transplant physical and functional limitations; ii) lack of knowledge of the physical exercise the patient can perform; iii) control of cardiovascular risk factors; iv) life post-transplant.

Primary outcomes

  1. Knowledge of physical therapy in heart transplantation

    Time frame: Baseline

    Knowledge of physical therapy in heart transplantation was measured using an ad-hoc multiple-choice questionnaire. To avoid any test preparation, students were not informed that there would be knowledge tests. The tests included 10 multiple-choice questions that assessed physical therapy knowledge of heart transplantation-related issues-this included rate of perceived exertion, cardiopulmonary exercise test, cardiac rehabilitation, symptoms, and signs. The minimum and maximum values were 0 and 10, respectively. Higher scores mean a better outcome.

  2. Knowledge of physical therapy in heart transplantation

    Time frame: After the intervention (2 weeks)

    Knowledge of physical therapy in heart transplantation was measured using an ad-hoc multiple-choice questionnaire. To avoid any test preparation, students were not informed that there would be knowledge tests. The tests included 10 multiple-choice questions that assessed physical therapy knowledge of heart transplantation-related issues-this included rate of perceived exertion, cardiopulmonary exercise test, cardiac rehabilitation, symptoms, and signs. The minimum and maximum values were 0 and 10, respectively. Higher scores mean a better outcome.

Secondary outcomes

  1. Empathy using the Interpersonal Reactivity Index

    Time frame: Baseline

    Empathy was measured using the Interpersonal Reactivity Index (IRI). The tool comprises 28 Likert questions ranging from 1 to 5 (1 = it does not describe me at all; 5 = it describes me very well). Four dimensions were explored using this questionnaire. These were perspective taking, fantasy, empathetic concern, and personal distress. Each scale score was the sum of the responses given for each item. The minimum and maximum values were 28 and 140, respectively. Higher scores reflected greater empathy.

  2. Empathy using the Interpersonal Reactivity Index

    Time frame: After the intervention (2 weeks)

    Empathy was measured using the Interpersonal Reactivity Index (IRI). The tool comprises 28 Likert questions ranging from 1 to 5 (1 = it does not describe me at all; 5 = it describes me very well). Four dimensions were explored using this questionnaire. These were perspective taking, fantasy, empathetic concern, and personal distress. Each scale score was the sum of the responses given for each item. The minimum and maximum values were 28 and 140, respectively. Higher scores reflected greater empathy.

  3. Moral sensitivity with the Revised Moral Sensitivity Questionnaire

    Time frame: Baseline

    Moral sensitivity was measured with the Revised Moral Sensitivity Questionnaire (RMSQ). The questionnaire included nine items rated on a 6-point Likert scale (1 = totally disagree, 6 = totally agree). The RMSQ comprises three dimensions. These are a sense of moral burden, moral strength, and moral responsibility. The minimum and maximum values were 9 and 54, respectively. Higher scores reflected greater moral sensitivity.

  4. Moral sensitivity with the Revised Moral Sensitivity Questionnaire

    Time frame: After the intervention (2 weeks)

    Moral sensitivity was measured with the Revised Moral Sensitivity Questionnaire (RMSQ). The questionnaire included nine items rated on a 6-point Likert scale (1 = totally disagree, 6 = totally agree). The RMSQ comprises three dimensions. These are a sense of moral burden, moral strength, and moral responsibility. The minimum and maximum values were 9 and 54, respectively. Higher scores reflected greater moral sensitivity.

  5. Satisfaction questionnaire

    Time frame: After the intervention (2 weeks)

    Satisfaction questionnaire was measured using a narrative photography questionnaire. This tool has previously been used to evaluate students' satisfaction with the narrative photography methodology as a tool to improve their skills and attitudes. This 32-item questionnaire was composed of sociodemographic questions, satisfaction with improving attitude, satisfaction with improving skills, and general satisfaction. It uses a 5-point Likert scale (1 = totally agree, 5 = totally disagree). The percentage of people who have rated each item is then calculated. Additionally, the questionnaire included a reflective open-ended question.

Sponsors and collaborators

Lead sponsor

University of Valencia

Other

Registry information

Important dates

Study start
2021
Primary completion
2022
Study completion
2022
First posted
Apr 6, 2023
Registry last updated
Apr 6, 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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