Guided self-study in preclinical physiotherapy students - A feasibility study.
higher education
learning gain
self-directed learning
self-study
teacher-centred instruction
Journal
The South African journal of physiotherapy
ISSN: 2410-8219
Titre abrégé: S Afr J Physiother
Pays: South Africa
ID NLM: 9816433
Informations de publication
Date de publication:
2023
2023
Historique:
received:
07
12
2022
accepted:
23
05
2023
medline:
6
11
2023
pubmed:
6
11
2023
entrez:
6
11
2023
Statut:
epublish
Résumé
Literature describing the impact of guided self-study (G-SS) in knowledge changes and skills improvements in undergraduate students is scarce. The aims of our study were to evaluate the feasibility of a G-SS programme in a full-time undergraduate physiotherapy degree course and to assess the effectiveness of the G-SS on changes in knowledge and development of skills (hands-on). Fifty-three first-semester undergraduate physiotherapy students were randomly divided into a G-SS group and a control group (CG). The G-SS group received six clinical cases and prepared each case during an 8-day cycle. The control group received self-study learning units of the original curriculum content. Primary outcome parameters were (1) time of task, (2) responsiveness of students and (3) programme differentiation. Knowledge changes and skills changes were tested using a multiple-choice questionnaire and the objective structured clinical examination (OSCE). Students' responsiveness was 32%. This was below the a priori set 83%. No differences in programme differentiation were found. The OSCE grade was significantly higher in the G-SS compared to CG ( The G-SS programme in its current form was not feasible regarding students' responsiveness. Therefore, a slight modification of our study protocol (e.g., better time planning in the academic calendar) is needed to improve students' willingness to participate in the G-SS programme. Adaptation of the school timetable should allow undergraduate physiotherapy students to prepare clinical cases under conditions of lower workload. Guided self-study as compared to CG is superior in knowledge change and (hands-on) skills improvement.
Sections du résumé
Background
UNASSIGNED
Literature describing the impact of guided self-study (G-SS) in knowledge changes and skills improvements in undergraduate students is scarce.
Objectives
UNASSIGNED
The aims of our study were to evaluate the feasibility of a G-SS programme in a full-time undergraduate physiotherapy degree course and to assess the effectiveness of the G-SS on changes in knowledge and development of skills (hands-on).
Method
UNASSIGNED
Fifty-three first-semester undergraduate physiotherapy students were randomly divided into a G-SS group and a control group (CG). The G-SS group received six clinical cases and prepared each case during an 8-day cycle. The control group received self-study learning units of the original curriculum content. Primary outcome parameters were (1) time of task, (2) responsiveness of students and (3) programme differentiation. Knowledge changes and skills changes were tested using a multiple-choice questionnaire and the objective structured clinical examination (OSCE).
Results
UNASSIGNED
Students' responsiveness was 32%. This was below the a priori set 83%. No differences in programme differentiation were found. The OSCE grade was significantly higher in the G-SS compared to CG (
Conclusion
UNASSIGNED
The G-SS programme in its current form was not feasible regarding students' responsiveness. Therefore, a slight modification of our study protocol (e.g., better time planning in the academic calendar) is needed to improve students' willingness to participate in the G-SS programme.
Clinical implications
UNASSIGNED
Adaptation of the school timetable should allow undergraduate physiotherapy students to prepare clinical cases under conditions of lower workload. Guided self-study as compared to CG is superior in knowledge change and (hands-on) skills improvement.
Identifiants
pubmed: 37928647
doi: 10.4102/sajp.v79i1.1866
pii: SAJP-79-1866
pmc: PMC10623637
doi:
Types de publication
Journal Article
Langues
eng
Pagination
1866Informations de copyright
© 2023. The Authors.
Déclaration de conflit d'intérêts
The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article.
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