Blended Learning in Future Physiotherapy Professionals

Heart Diseases Clinical Trial

Official title:

Effectiveness of a Heart Disease Blended Learning Program in Future Physiotherapy Professionals: A Prospective Study

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT05645159
• Other study ID #: BL_HEART_01
• Status: Completed
• Phase: N/A
• Start date: January 1, 2021
• Est. completion date: June 30, 2021

Study information

• Verified date: April 2023
• Source: University of Valencia
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

Blended Learning (BL) is proving to be an effective method of teaching within the health professions . However, there are still scarce studies on BL conducted with undergraduate physiotherapy students. Therefore, the aim of this study was to determine the effectiveness of a heart disease BL programme in knowledge, motivation, engagement, design of the programme instructions and learning behaviours in physiotherapy students.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 124
• Est. completion date: June 30, 2021
• Est. primary completion date: February 28, 2021
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 18 Years to 35 Years

Eligibility

Inclusion Criteria:

• studying a Physiotherapy Degree at the aforementioned University
• to be willing to participate

Exclusion Criteria:

• none

Related Conditions & MeSH terms

• Heart Diseases
• Teach-Back Communication

Intervention

Other:
• Blended learning in heart disease
The intervention included face-to-face classes and online resources (Moodle, online syllabus, videos, websites, podcasts, activities, apps, forums, emails, tutoring).

Locations

Country	Name	City	State
Spain	University of Valencia	Valencia

Sponsors (1)

Lead Sponsor	Collaborator
University of Valencia

Country where clinical trial is conducted

Spain, 

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Coronary Artery Disease Education Questionnaire (CADEQ)	CADEQ includes 20 closed-ended questions about medical conditions, risk factors, exercise, nutrition, and psychosocial wellbeing with a single-word answer (yes, no). Total score ranges from 0 to 20 (0=poorest knowledge, 20=best knowledge).	0 weeks
Primary	Coronary Artery Disease Education Questionnaire (CADEQ)	CADEQ includes 20 closed-ended questions about medical conditions, risk factors, exercise, nutrition, and psychosocial wellbeing with a single-word answer (yes, no). Total score ranges from 0 to 20 (0=poorest knowledge, 20=best knowledge).	4 weeks
Primary	Coronary Artery Disease Education Questionnaire (CADEQ)	CADEQ includes 20 closed-ended questions about medical conditions, risk factors, exercise, nutrition, and psychosocial wellbeing with a single-word answer (yes, no). Total score ranges from 0 to 20 (0=poorest knowledge, 20=best knowledge).	8 weeks
Primary	Coronary Artery Disease Education Questionnaire (CADEQ)	CADEQ includes 20 closed-ended questions about medical conditions, risk factors, exercise, nutrition, and psychosocial wellbeing with a single-word answer (yes, no). Total score ranges from 0 to 20 (0=poorest knowledge, 20=best knowledge).	12 weeks
Primary	Coronary Artery Disease Education Questionnaire (CADEQ)	CADEQ includes 20 closed-ended questions about medical conditions, risk factors, exercise, nutrition, and psychosocial wellbeing with a single-word answer (yes, no). Total score ranges from 0 to 20 (0=poorest knowledge, 20=best knowledge).	20 weeks
Secondary	Effect of the Dader Method in Cardiovascular Risk of Patients with Risk Factors or Cardiovascular Disease Questionnaire (EMDADER)	EMDADER is composed of 10 multiple-choice questions with four answer options on coronary artery disease and risk factors, and two questions to report weight and height. Total score ranges from 0 to 10 (0=poorest knowledge, 10=best knowledge).	0, 4, 8, 12 and 20 weeks
Secondary	Academic Motivation Scale and Attributional Styles Questionnaire	The tool is composed of 24 items, using a 7-point Likert scale: from 1 (totally disagree) to 7 (totally agree). The scale integrates three domains related to learning motivation: Intrinsic Motivation (9 items), Performance Motivation (7 items) and Extrinsic Motivation (7 items). The maximum score is 7. The scale is prepared to add the different items even if they measure different items. They will not be interpreted separately.	4, 8 weeks
Secondary	Student Engagement Questionnaire	It is a 35-item questionnaire, scored on a five-point Likert scale (1=totally disagree, 5=totally agree). The questionnaire is divided into five dimensions: Intellectual Capabilities (items 1-10), Working Together (items 11-16), Teaching (items 17-25), Teacher-student Relationship (items 26-29), and Student-student Relationship (items 30-35). The maximum score of the questionnaire is 5. The scale is prepared to add the different items even if they measure different items. They will not be interpreted separately.	4, 8 weeks
Secondary	Community of Inquiry Survey	A 34-item questionnaire, scored on a five-point Likert scale (1=strongly disagree, 5=strongly agree) that includes three dimensions: i) Cognitive Presence (items 1-13), related to the degree to which participants are able to construct meaning and knowledge through continuous communication, reflection, and discussion; ii) Social Presence (items 14-22), related to the ability of participants to identify with the community, communicating and developing interpersonal relationships; iii) Teaching Presence (items 23-34), referring to the design, guidance and direction, on the part of teachers, of cognitive and social processes with the purpose of achieving the result of meaningful learning in students. The maximum score of the questionnaire is 5. The scale is prepared to add the different items even if they measure different items. They will not be interpreted separately.	0, 4, 8, 12 and 20 weeks
Secondary	Learning behaviours (I)	Number of downloads were retrieved and collected from the institution's Moodle platform Virtual ClassroomTM, through class progress	0, 4, 8, 12 and 20 weeks
Secondary	Learning behaviours (II)	Number of topics visited were retrieved and collected from the institution's Moodle platform Virtual ClassroomTM, through class progress	0, 4, 8, 12 and 20 weeks
Secondary	Learning behaviours (III)	The score of questionnaires were retrieved and collected from the institution's Moodle platform Virtual ClassroomTM, through class progress	0, 4, 8, 12 and 20 weeks