TY - JOUR
T1 - Evaluating the effectiveness of digital questionnaires in improving physical therapy students' learning outcomes
AU - de la Barra Ortiz, Hernán Andrés
AU - Bravo, Paula Riquelme
N1 - Publisher Copyright:
© 2024 Journal of Advanced Pharmacy Education & Research | Published by MERAL Publication
PY - 2024
Y1 - 2024
N2 - The integration of technology in healthcare education has revolutionized training, improving clinical practice and critical skills among physical therapy students. Digital learning questionnaires (DLQs) have emerged as valuable tools, enhancing self-regulated learning and personalized assessments. This study evaluates the impact of DLQs on physical therapy students' learning outcomes (LO) and their satisfaction with digital resources. An uncontrolled experimental design was used with 18 third-year physical therapy students in the Musculoskeletal System course at Andres Bello University. Four DLQs were designed based on course objectives and implemented across three units. Eight evaluations were conducted: four formative assessments (1A-4A) before DLQ use and four graded evaluations (1B-4B) after, with a 70% passing score. LO and satisfaction were the main variables, assessed through post-DLQ scores and UNE standards for digital materials. Statistically significant improvements (p < 0.05) were observed between pre-and post-DLQ scores, with passing rates for Evaluations 1B–4B at 88.9%, 83.3%, 94.4%, and 83.3%, respectively. High satisfaction was reported, particularly in interactivity (9.4±0.2), navigation (9.2±0.2), and content accessibility (9.8±0.2). The integration of DLQs significantly enhanced learning outcomes and satisfaction, highlighting the importance of feedback and accessibility. Future studies should compare DLQs with other teaching methods in controlled settings.
AB - The integration of technology in healthcare education has revolutionized training, improving clinical practice and critical skills among physical therapy students. Digital learning questionnaires (DLQs) have emerged as valuable tools, enhancing self-regulated learning and personalized assessments. This study evaluates the impact of DLQs on physical therapy students' learning outcomes (LO) and their satisfaction with digital resources. An uncontrolled experimental design was used with 18 third-year physical therapy students in the Musculoskeletal System course at Andres Bello University. Four DLQs were designed based on course objectives and implemented across three units. Eight evaluations were conducted: four formative assessments (1A-4A) before DLQ use and four graded evaluations (1B-4B) after, with a 70% passing score. LO and satisfaction were the main variables, assessed through post-DLQ scores and UNE standards for digital materials. Statistically significant improvements (p < 0.05) were observed between pre-and post-DLQ scores, with passing rates for Evaluations 1B–4B at 88.9%, 83.3%, 94.4%, and 83.3%, respectively. High satisfaction was reported, particularly in interactivity (9.4±0.2), navigation (9.2±0.2), and content accessibility (9.8±0.2). The integration of DLQs significantly enhanced learning outcomes and satisfaction, highlighting the importance of feedback and accessibility. Future studies should compare DLQs with other teaching methods in controlled settings.
KW - Clinical competence
KW - Education
KW - Educational technology
KW - Learning
KW - Physical therapy specialty
KW - Undergraduate
UR - http://www.scopus.com/inward/record.url?scp=85212445379&partnerID=8YFLogxK
U2 - 10.51847/0E0SUFBZLR
DO - 10.51847/0E0SUFBZLR
M3 - Article
AN - SCOPUS:85212445379
SN - 2249-3379
VL - 14
SP - 121
EP - 130
JO - Journal of Advanced Pharmacy Education and Research
JF - Journal of Advanced Pharmacy Education and Research
IS - 4
ER -