Awareness, Attitude and Expectations of Physiotherapy Students on Telerehabilitation

Stress factors among physiotherapy students at a university in Gauteng, South Africa

Background

Physiotherapy students are highly susceptible to experiencing burnout during training. Prolonged exposure to stressful environments predisposes students to psychological morbidities.

Aim

The study assessed the perceived level of stress and stressors among a cohort of final-year physiotherapy students, registered at a medical university in Gauteng province, South Africa.

Setting

The study was conducted at a single medical university in Gauteng province with registered final-year undergraduate physiotherapy students for the 2024 academic year.

Methods

A descriptive cross-sectional study with a total population sample of 42 physiotherapy students. Data were collected through an online anonymised self-administered questionnaire. The Cronbach alpha coefficients for each subscale were 0.99 for physical, 0.72 for interpersonal relationships, 0.85 for academic and 0.81 for environment. Statistical analysis was conducted using IBM Corp's Statistical Package for the Social Sciences (SPSS) Software version 25.

Results

The median age of participants was 22 years (iqr ± 3.8) with 69.0% of them being females. Perceived stress levels ranged between low (n = 24, 57.14%) to moderate (n = 18, 42.85%) with females being at risk, as measured by the Student Stress Inventory. Academic and environmental factors contributed to perceived moderate to severe stress levels.

Conclusion

The study found the severity of stress levels to be slightly below what has been reported in other studies. However, attention needs to be directed to female students to develop emotional self-efficacy skills. Early identification of psychosomatic disorders could indicate the need for interventions to prevent psychological and physiological morbidities.

Contribution

The study adds to the body of knowledge pertaining to the mental health of students at higher institutions of learning.

Physiotherapy Professionals: A Questionnaire for the Evaluation of Telerehabilitation Services in Egypt

Purpose

This study aimed to evaluate the utilization of telerehabilitation services in Egypt and to investigate the concerns and barriers faced by Egyptian physiotherapists for implementation.

Methods

This cross-sectional study recruited 306 Egyptian physiotherapists who were asked to complete an online survey including questions about the utilization of telerehabilitation services, awareness, perception, and attitude.

Results

A total of 299 physiotherapists completed the online survey. Within the sample, 38.5% utilized telerehabilitation at work. Telerehabilitation was used frequently to deliver patient advice (17.6%), follow-up (16%), and exercise prescription (15.2%). Pain (16.2%) was the most common outcome assessed utilizing telerehabilitation. Additionally, 85.3% of physiotherapists agreed that the inclusion of telerehabilitation during the rehabilitation program is effective. The main barriers to implementing telerehabilitation in Egypt were lack of awareness (59.9%) and technical issues (58.2%).

Conclusion

This study sheds light on the trends and challenges in utilizing telerehabilitation and may help in shaping the future of telerehabilitation in Egypt.

Developing a competency model for telerehabilitation therapists and patients: Results of a cross-sectional online survey

Telerehabilitation is a new form of care that provides digital access to rehabilitative services. However, it places many demands on the users-both patients and therapists. The aim of this study was to determine the requirements and competencies needed for successful usage, identify person- and context-specific differences and develop a competency model. We conducted two cross-sectional online surveys with telerehabilitation patients and therapists from Germany during June-August 2023. The adjusted dataset of 262 patients and 73 therapists was quantitatively analyzed including descriptive and bivariate statistics. Group differences were assessed using t-tests or U-tests. The development of two telerehabilitation competency models was guided by a competency modeling process. The surveys show that patients need to gather program information before program start, follow therapist's instructions, adapt therapy, deal with health problems, as well as motivate and remind oneself during the program. Therapists need to inform and instruct patients, adapt therapy, carry out technical set-up and support, give medical support, guide and monitor patients, give feedback, motivation and reminder, as well as documentation. The competency model for patients includes 23 and the model for therapists 24 core competencies, including various required areas of knowledge, skills, attitudes and experiences. The three most relevant competencies for patients are self-interest in the program, self-awareness and self-management. Also, disease severity, age, and language abilities can enable successful execution. Program type, technology affinity, and age significantly influence the rated relevance of competencies. The three most relevant competencies for therapists are therapeutic-professional skills, medical and telerehabilitation knowledge. The type of therapy practiced and language abilities can enable successful execution. Therapist's age, technology affinity, and job type significantly impact the rated relevance. The models should be applied to develop tailored training formats and support decisions on the selection of suitable therapists and patients for telerehabilitation.

Evaluation of virtual problem-based tutorials in healthcare professional education

PURPOSE

To explore student and tutor perspectives on the learning efficacy of virtual, compared to in-person, problem-based tutorial (PBT) in occupational therapy, physiotherapy, and speech-language pathology health professional programs.

MATERIALS AND METHODS

This was a quality improvement study using a cross sectional survey at a single institution. Separate student and tutor surveys were disseminated online. Students received the survey at two timepoints, tutors received the survey at one timepoint. Descriptive statistics summarized quantitative survey questions. Chi-squared or Fischer's Exact analyses explored differences between in-person and virtual PBT. Exploratory analyses determined if associations amongst programs and/or between cohorts existed on variables of interest. Open-ended survey questions were analyzed using content analysis.

RESULTS

A total of 241 students and 85 tutors completed the survey. Results demonstrate most students and tutors were satisfied with the use of virtual tutorials (77%; 89% respectively) and felt that they were effective in exploring content within the PBT course. However, students in the most recent cohort rated virtual tutorials more highly (p = 0.01).

CONCLUSIONS

Virtual modes of PBT were successful in achieving course objectives and led to high satisfaction in users. Health professional programs can use this information when designing virtual problem-based tutorial courses in the post-pandemic era.

Telehealth Education in Allied Health Care and Nursing: Web-Based Cross-Sectional Survey of Students' Perceived Knowledge, Skills, Attitudes, and Experience

BACKGROUND

The COVID-19 pandemic has highlighted the growing relevance of telehealth in health care. Assessing health care and nursing students' telehealth competencies is crucial for its successful integration into education and practice.

OBJECTIVE

We aimed to assess students' perceived telehealth knowledge, skills, attitudes, and experiences. In addition, we aimed to examine students' preferences for telehealth content and teaching methods within their curricula.

METHODS

We conducted a cross-sectional web-based study in May 2022. A project-specific questionnaire, developed and refined through iterative feedback and face-validity testing, addressed topics such as demographics, personal perceptions, and professional experience with telehealth and solicited input on potential telehealth course content. Statistical analyses were conducted on surveys with at least a 50% completion rate, including descriptive statistics of categorical variables, graphical representation of results, and Kruskal Wallis tests for central tendencies in subgroup analyses.

RESULTS

A total of 261 students from 7 bachelor's and 4 master's health care and nursing programs participated in the study. Most students expressed interest in telehealth (180/261, 69% very or rather interested) and recognized its importance in their education (215/261, 82.4% very or rather important). However, most participants reported limited knowledge of telehealth applications concerning their profession (only 7/261, 2.7% stated profound knowledge) and limited active telehealth experience with various telehealth applications (between 18/261, 6.9% and 63/261, 24.1%). Statistically significant differences were found between study programs regarding telehealth interest (P=.005), knowledge (P<.001), perceived importance in education (P<.001), and perceived relevance after the pandemic (P=.004). Practical training with devices, software, and apps and telehealth case examples with various patient groups were perceived as most important for integration in future curricula. Most students preferred both interdisciplinary and program-specific courses.

CONCLUSIONS

This study emphasizes the need to integrate telehealth into health care education curricula, as students state positive telehealth attitudes but seem to be not adequately prepared for its implementation. To optimally prepare future health professionals for the increasing role of telehealth in practice, the results of this study can be considered when designing telehealth curricula.

Nigerian physiotherapists’ knowledge, attitude, and practice of digital physical therapy: a cross-sectional study

Background

The increasing demand for physical therapy services worldwide calls for innovations to be made to meet the challenges of service delivery. However, little is known about the knowledge, attitude, and practice (KAP) of digital physical therapy among Nigerian physiotherapists. Hence, this study aimed to evaluate the level of KAP of digital physical therapy among physiotherapists in Nigeria.

Methods

This cross-sectional study purposively recruited 150 Nigerian physiotherapists. Copies of modified and validated questionnaires on the KAP of digital physical therapy from a previous study were sent to registered and licensed physiotherapists via electronic survey to assess the KAP of digital physical therapy. Descriptive and inferential statistics were used to analyze the data. Alpha level was set at p < 0.05.

Results

The mean age of the respondents was 29.76 ± 6.95 years. Most participants (81.3%) have a knowledge level above average, while 18.7% have below average. Furthermore, most (76.0%) of the respondents had a positive attitude toward digital physical therapy. In addition, more than two-thirds, 69.3% uses digital physical therapy platforms for physical therapy practice. Knowledge, attitude, and practice were not significantly associated with sociodemographic characteristics (p > 0.05). Furthermore, there was no significant association between knowledge, attitude, and practice (p > 0.05).

Conclusion

Many Nigerian physiotherapists demonstrated adequate knowledge, positive attitude, and good practice of digital physical therapy. However, knowledge, attitude, and practice of digital physical therapy were not influenced by sociodemographic characteristics.

Supplementary Information

The online version contains supplementary material available at 10.1186/s43161-022-00118-3.

Competencies required by patients and health professionals regarding telerehabilitation: A scoping review

Background

Telerehabilitation offers patients alternative access to therapy and has become more prominent during the COVID-19 pandemic. Despite the increasing attractiveness of such programs, there are research gaps regarding the required competencies in the demand-oriented technology use in rehabilitative care.

Objective

The study aims at collecting evidence on competencies required by patients and health professionals for using telerehabilitation. We analyse tasks and requirements associated with telerehabilitation and derive and systematise relevant competencies.

Methods

We conducted a scoping review and analysed MEDLINE, Psyndex, EMBASE, Cochrane Library, and Web of Science for empirical studies and grey literature from 2017 to May 2022. Articles had to be in English/German and refer to medical rehabilitation accompanied by health professionals taking place in the patient's home.

Results

One hundred ten articles were included, covering video conferencing systems, applications with video, audio, or visual therapy content, or wearables. Depending on the program, tasks before, during, and after therapy sessions differ, as do whether these are performed by health professionals, patients, or the technology. Users need digital, health-related, social, personal, and health professionals also professional competencies. This comprises telerehabilitation, technical, health-related, and clinical knowledge, a range of physical, cognitive, social-interactive, technical, and clinical skills, a positive attitude towards telerehabilitation and experience. Whether sociodemographic factors promote successful use is unclear.

Conclusions

Telerehabilitation requires a variety of different competencies from patients and health professionals - going beyond the sphere of technical skills. This highlights the need for an evaluation of existing programs for promoting competencies in the use of telerehabilitation and refinement of the programs in line with demands.

Examination of Telerehabilitation Knowledge, Awareness, and Opinions of Physical Therapy and Rehabilitation Students

AIM

To encourage students and professionals to use telerehabilitation, it is critical to understand their perspectives on various aspects of using the service. This study aims to evaluate the awareness, knowledge, and opinions of physiotherapy and rehabilitation students about telerehabilitation.

METHOD

In the cross-sectional survey, an electronic questionnaire was sent to 484 students studying at Manisa Celal Bayar University, Faculty of Health Sciences, Department of Physiotherapy and Rehabilitation. To assess the student's awareness, knowledge, and opinions of telerehabilitation, a self-administered questionnaire which was created by researching the literature was sent to students that consisted of three sections: "baseline general characteristics," "knowledge and awareness categories," and "opinions" categories.

RESULTS

Only 322 students who completed questionnaires were received, giving a response rate of 66.5%.The median age of the students is 21. One hundred thirty students (40.4%) are aware of telerehabilitation. Most of the students (240; 74.5%) considered the COVID-19 pandemic had contributed to a greater understanding of the importance of telerehabilitation. More than half of the students (201; 66.2%) agreed that the place of telerehabilitation in the education curriculum should be increased. Two hundred thirty-three students (72.4%) reported that telerehabilitation practices will develop further in the future.

CONCLUSION

The majority of the students stated that they were not aware of telerehabilitation due to the lack of lesson curriculum. Determining students' thoughts about telerehabilitation can also guide the future of telerehabilitation practices, the development of various strategies for the implementation of telerehabilitation, and the policies related to physiotherapy education.

'Learning in and out of lockdown': A comparison of two groups of undergraduate occupational therapy students' engagement in online-only and blended education approaches during the COVID-19 pandemic

INTRODUCTION

In many countries, the COVID-19 pandemic resulted in sudden changes to the delivery of health professions education in response to local and national lockdowns. Within occupational therapy, university education programs traditionally delivered in face-to-face classroom, and clinical settings, the transition to online learning presented unique issues and challenges for faculty and students. This study compared the experiences and perceptions of learning in two groups of occupational therapy students during the pandemic: one group converted to online learning only and the other had a blended approach that combined face-to-face on-campus learning with some online lecture content delivery.

METHODS

Two hundred and eight (n = 208) undergraduate occupational therapy students from three Australian universities completed an online self-report demographic questionnaire and two standardised instruments: the Student Engagement in the e-Learning Environment Scale and the Distance Education Learning Environment Scale. An independent-samples t test with bootstrapping was completed to examine differences in students' scores.

RESULTS

Statistically significant differences were observed between the online and blended learning groups across a range of the SELES and DELES subscales. The strongest findings related to psychological motivation (p = 0.001), personal relevance (p = 0.001), interactions with instructors (p = 0.002), instructor support (p = 0.001), student interaction & collaboration (p = 0.001), and cognitive problem solving (p = 0.001).

CONCLUSION

Occupational therapy students who transitioned to online-only learning experienced higher levels of motivation, interactions with instructors and peers, and self-directed learning than students who experienced a blended education delivery approach of face-to-face and online learning. The findings extend educators' understanding of the matrix of factors that have impacted students' education during COVID-19 and support the development of contemporary and pedagogically sound online and traditional modes of occupational therapy instruction. The results provide evidence of the importance of well-structured programs that facilitate active and flexible learning, provide meaningful and positive experiences, and promote initiatives safeguarding social and personal well-being. Further research in this area is recommended.