Continuing education in physical rehabilitation using Internet-based modules

Prosthetic and orthotic students' perceptions on online courses during the COVID-19 pandemic in Japan

BACKGROUND

The effects of the novel coronavirus (COVID-19) pandemic have changed both the traditional teaching methods and clinical placements.

OBJECTIVES

To investigate the effects of COVID-19 on the prosthetics and orthotics (P&O) training program in Japan.

STUDY DESIGN

A cross-sectional national survey.

METHODS

A Google form survey was distributed to students through the heads of the department of P&O program across Japan. Descriptive statistics were used to analyze the data.

RESULTS

One hundred sixty-six students (107 males and 59 females) responded to the survey. The respondents' grades were as follows: freshman, 22.3% (n = 37); sophomore, 33.7% (n = 56); junior, 27.1% (n = 45); and senior, 16.9% (n = 28). Forty-seven percent (n = 78) reported that their clinical placements have been cancelled because of the COVID-19 pandemic. Only 15.1% (n = 25) have performed their clinical placements during the pandemic. Regarding career preparation, 16.3% (n = 27) had face-to-face interviews and 10.2% (n = 17) have reported being interviewed online. Of a total of 44 respondents who were interviewed for jobs in P&O industries and rehabilitation centers, 79.5% (n = 35) job appointments have been cancelled and 15.9% (n = 7) postponed.

CONCLUSIONS

The event of the COVID-19 pandemic has proved necessary to renew the traditional teaching and learning model in colleges worldwide. Most students have been affected by clinical placements and career preparation. Therefore, promoting telehealth in the existing rehabilitation facilities and P&O industries to provide services might be an alternative method to address students' clinical placements in similar life condition events.

Training therapists to perform Pre-Employment Functional Assessments: A telerehabilitation approach

BACKGROUND

Pre-Employment Functional Assessments (PEFA) are increasingly used in an attempt to obtain objective information on a potential employee's functional capabilities. In rural and remote communities, there is typically reduced access to qualified therapists to perform these assessments, in part attributable to the time and costs associated with travelling to training courses. One potential method of providing the relevant training to conduct PEFAs is through the use of technologies such as videoconferencing or internet-based modules.

OBJECTIVE

The purpose of this project is to investigate the effectiveness of training therapists and therapy students in performing JobFit System PEFAs via technology when compared with a face-to-face control group.

METHODS

Fifty-three participants, consisting of 28 professional physiotherapists and occupational therapists, and 25 final year University of Queensland (UQ) physiotherapy and occupational therapy students, underwent JobFit Systems International PEFA training via one of four intervention groups: face-to-face, realtime videoconferencing, group-based online module and individual online module.

RESULTS

Of the 53 participants, 49 achieved the minimum competency level of 75% in post-training competency assessments. No significant difference was found in training levels between intervention groups.

CONCLUSIONS

The results of this study suggest that technology, such as real-time videoconference and online learning modules, can be used to train both therapists and students in how to perform JobFit System PEFAs.

A Brazilian model of distance education in physical medicine and rehabilitation based on videoconferencing and Internet learning

We have developed an integrated educational model in rehabilitation mediated by technology. Three teams of professionals worked to implement the interactive model based on videoconferencing, use of the Internet and three-dimensional (3–D) animated models. Two courses were created: amputee rehabilitation and back pain. Each course was divided into four phases: (1) a first videoconference; (2) Internet-based learning; (3) a second videoconference (workshop); (4) an Internet discussion list. The Internet-based learning modules were divided into topics by multiple-choice questions. Multisite videoconferences were used to connect the remote sites. Eleven animated 3–D models were created to help the teaching process. Each course had 11 modules, and each module required up to 2 h to be completed. There were 1 36 participants on the two courses. None of the participants, including the teachers, had had any previous experience with Internet-based learning and videoconferencing. The integrated educational model has great potential in a country the size of Brazil, where there may be difficulties in travel for patients with disabilities and for health-care professionals.

Innovations in health service organization and delivery in northern rural and remote regions: a review of the literature

OBJECTIVES

To identify and review innovations relevant to improving access, quality, efficiency and/or effectiveness in the organization and delivery of health care services in rural and remote areas.

STUDY DESIGN

Literature review.

METHODS

Key bibliographic databases that index health research were searched: MEDLINE, EMBASE and CINAHL. Other databases relevant to Arctic health were also accessed. Abstracts were assessed for relevancy and full articles were reviewed and categorized according to emergent themes.

RESULTS

Many innovations in delivering services to rural and remote areas were identified, particularly in the public health realm. These innovations were grouped into 4 key themes: organizational structure of health services; utilization of telehealth and ehealth; medical transportation; and public health challenges.

CONCLUSIONS

Despite the challenges facing rural and remote regions, there is a distinctly positive message from this broad literature review. Evidence-based initiatives exist across a range of areas - which include operational efficiency and integration, access to care, organizational structure, public health, continuing education and workforce composition - that have the potential to positively impact health care quality and health-related outcomes.

Research Note: Continuing Education via Telemedicine: Analysis of Reasons for Attending or Not Attending

This study analyzed factors that influence the decision to attend or not attend tele-education broadcasts via a telemedicine network for continuing education (CE) credits. A questionnaire was developed and sent to all participating sites on our telemedicine network that have attended CE broadcasts. The majority of respondents attend specific types of broadcasts, receiving less than 25% of their CE credits from the tele-education broadcasts. Factors most influencing the decision to attend a broadcast include interest in the topic and perceived utility of the information. The most common reason influencing the decision not to attend is an explicit preference for attending conferences. Tele-education broadcasts may supplement other CE activities but may not replace them. The attraction of attending conferences in person is very high and may be especially so for health-care professionals in rural environments.

Enhancement of prosthetics and orthotics learning and teaching through e-Learning technology and methodology

A Write-Once Publish-Everywhere model was used to create and deliver on-line clinical training and education for undergraduate prosthetics and orthotics students. This project consisted of three phases: developing multimedia learning and teaching tools, integrating these tools into the curriculum (combination of e-Learning and live practical sessions), and evaluating the outcomes. Video-based multimedia contents were captured and integrated with graphic, audio and text into a PowerPoint presentation software format. The web-based content was integrated into the WebCT platform for course management. Questionnaires were used to obtain student feedback on this e-Learning approach. Results were compared within the prosthetics and orthotics (P&O) programme, with other Health Sciences programmes, and overall with the University. P&O student responses were significantly higher than other groups for career relevance and problem solving. Qualitative feedback indicated that students appreciated the easy access, integrated and interactive approach of the text materials, concise PowerPoint presentation, demonstration video and the on-line case discussion via the WebCT platform. Educators appreciated the ability easily to maintain contents and publish the modules across multiple media without recreating the contents.