Öz
Kaynakça
- 1. Rosen, L. D., & Weil, M. M. (1995). Computer anxiety: A cross-cultural comparison of university students in ten countries. Computers in Human Behavior, 11(1), 45–64. https://doi.org/10.1016/0747-5632(94)00021-9
- 2. Rossettini, G., Geri, T., Turolla, A., Viceconti, A., Scumà, C., Mirandola, M., Dell’Isola, A., Gianola, S., Maselli, F., & Palese, A. (2021). Online teaching in physiotherapy education during COVID-19 pandemic in Italy: a retrospective case-control study on students’ satisfaction and performance. BMC Medical Education, 21(1). https://doi.org/10.1186/s12909-021-02896-1 3. Rajab, M. H., Gazal, A. M., & Alkattan, K. (2020). Challenges to Online Medical Education During the COVID-19 Pandemic. Cureus. https://doi.org/10.7759/cureus.8966
- 4. Yılmaz İnce, E., Kabul, A., & Diler, İ. (2020). Distance Education in Higher Education in the COVID-19 Pandemic Process: A Case of Isparta Applied Sciences University. International Journal of Technology in Education and Science, 4(4), 345–351. https://doi.org/10.46328/ijtes.v4i4.112
- 5. Chakraborty, P., Mittal, P., Gupta, M. S., Yadav, S., & Arora, A. (2020). Opinion of students on online education during the COVID ‐19 pandemic. Human Behavior and Emerging Technologies, 3(3), 357–365. https://doi.org/10.1002/hbe2.240
- 6. Fontaine, G., Cossette, S., Maheu-Cadotte, M. A., Mailhot, T., Deschênes, M. F., Mathieu-Dupuis, G., Côté, J., Gagnon, M. P., & Dubé, V. (2019). Efficacy of adaptive e-learning for health professionals and students: a systematic review and meta-analysis. BMJ Open, 9(8), e025252. https://doi.org/10.1136/bmjopen-2018-025252
- 7. George, P. P., Papachristou, N., Belisario, J. M., Wang, W., Wark, P. A., Cotic, Z., Rasmussen, K., Sluiter, R., Riboli–Sasco, E., Car, L. T., Musulanov, E. M., Molina, J. A., Heng, B. H., Zhang, Y., Wheeler, E. L., al Shorbaji, N., Majeed, A., & Car, J. (2014). Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction. Journal of Global Health, 4(1). https://doi.org/10.7189/jogh.04.010406
- 8. McCutcheon, K., Lohan, M., Traynor, M., & Martin, D. (2014). A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education. Journal of Advanced Nursing, 71(2), 255–270. https://doi.org/10.1111/jan.12509
- 9. Totlis, T., Tishukov, M., Piagkou, M., Kostares, M., & Natsis, K. (2021). Online educational methods vs. traditional teaching of anatomy during the COVID-19 pandemic. Anatomy & Cell Biology, 54(3), 332–339. https://doi.org/10.5115/acb.21.006
- 10. Ng, L., Seow, K. C., MacDonald, L., Correia, C., Reubenson, A., Gardner, P., Spence, A. L., Bunzli, S., & de Oliveira, B. I. R. (2021). eLearning in Physical Therapy: Lessons Learned From Transitioning a Professional Education Program to Full eLearning During the COVID-19 Pandemic. Physical Therapy, 101(4). https://doi.org/10.1093/ptj/pzab082
Comparison of Physiotherapy Education on Course Basis in terms of Student Satisfaction During the Covid-19 Pandemic Period: Online, Hybrid, and On-Campus Education
Öz
In the study, aimed to compare three different education periods, On-Campus Education (2019), Hybrid Education (2020), and Online Education (2021), in terms of students' satisfaction within the scope of the courses offered in Physiotherapy and Rehabilitation program. The dataset of study collected as a retrospective study from the Physiotherapy and Rehabilitation Department in Health Sciences Faculty of Yeditepe University, Istanbul. The spring semester students of 2019, 2020, and 2021 (respectively, n=170; n=158; n=229) participated in the study. The assessment of students’ learning outcomes was obtained from questionnaires prepared by the research team. Answers are allowed upon a 6-point Likert scale (0:Strongly Disagree - 5:Strongly Agree). According to the Analysis of Variance (ANOVA) test results, in the Introduction to Physiotherapy Occupation, Hydrotherapy, Manipulative Therapy-II Functional Anatomy and Kinesiology-II, Neurologic Rehabilitation, Orthosis and Prosthesis Rehabilitation and Physiotherapy in Sport courses, statistically significant difference was found (respectively, p=0.005, p=0.001 p=0.009, p=0.001, p=0.018, p=0.001, p=0.001). According to the satisfaction of the Physiotherapy students at three-grade levels, the courses with high theoretical content may be given online. Therefore, the online system can be integrated into the physiotherapy education system, but it cannot replace campus education in practical courses.
Anahtar Kelimeler
online education COVID-19 education pandemic physical therapists
Kaynakça
- 1. Rosen, L. D., & Weil, M. M. (1995). Computer anxiety: A cross-cultural comparison of university students in ten countries. Computers in Human Behavior, 11(1), 45–64. https://doi.org/10.1016/0747-5632(94)00021-9
- 2. Rossettini, G., Geri, T., Turolla, A., Viceconti, A., Scumà, C., Mirandola, M., Dell’Isola, A., Gianola, S., Maselli, F., & Palese, A. (2021). Online teaching in physiotherapy education during COVID-19 pandemic in Italy: a retrospective case-control study on students’ satisfaction and performance. BMC Medical Education, 21(1). https://doi.org/10.1186/s12909-021-02896-1 3. Rajab, M. H., Gazal, A. M., & Alkattan, K. (2020). Challenges to Online Medical Education During the COVID-19 Pandemic. Cureus. https://doi.org/10.7759/cureus.8966
- 4. Yılmaz İnce, E., Kabul, A., & Diler, İ. (2020). Distance Education in Higher Education in the COVID-19 Pandemic Process: A Case of Isparta Applied Sciences University. International Journal of Technology in Education and Science, 4(4), 345–351. https://doi.org/10.46328/ijtes.v4i4.112
- 5. Chakraborty, P., Mittal, P., Gupta, M. S., Yadav, S., & Arora, A. (2020). Opinion of students on online education during the COVID ‐19 pandemic. Human Behavior and Emerging Technologies, 3(3), 357–365. https://doi.org/10.1002/hbe2.240
- 6. Fontaine, G., Cossette, S., Maheu-Cadotte, M. A., Mailhot, T., Deschênes, M. F., Mathieu-Dupuis, G., Côté, J., Gagnon, M. P., & Dubé, V. (2019). Efficacy of adaptive e-learning for health professionals and students: a systematic review and meta-analysis. BMJ Open, 9(8), e025252. https://doi.org/10.1136/bmjopen-2018-025252
- 7. George, P. P., Papachristou, N., Belisario, J. M., Wang, W., Wark, P. A., Cotic, Z., Rasmussen, K., Sluiter, R., Riboli–Sasco, E., Car, L. T., Musulanov, E. M., Molina, J. A., Heng, B. H., Zhang, Y., Wheeler, E. L., al Shorbaji, N., Majeed, A., & Car, J. (2014). Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction. Journal of Global Health, 4(1). https://doi.org/10.7189/jogh.04.010406
- 8. McCutcheon, K., Lohan, M., Traynor, M., & Martin, D. (2014). A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education. Journal of Advanced Nursing, 71(2), 255–270. https://doi.org/10.1111/jan.12509
- 9. Totlis, T., Tishukov, M., Piagkou, M., Kostares, M., & Natsis, K. (2021). Online educational methods vs. traditional teaching of anatomy during the COVID-19 pandemic. Anatomy & Cell Biology, 54(3), 332–339. https://doi.org/10.5115/acb.21.006
- 10. Ng, L., Seow, K. C., MacDonald, L., Correia, C., Reubenson, A., Gardner, P., Spence, A. L., Bunzli, S., & de Oliveira, B. I. R. (2021). eLearning in Physical Therapy: Lessons Learned From Transitioning a Professional Education Program to Full eLearning During the COVID-19 Pandemic. Physical Therapy, 101(4). https://doi.org/10.1093/ptj/pzab082
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Sağlık Kurumları Yönetimi |
| Bölüm | Research Article |
| Yazarlar | |
| Yayımlanma Tarihi | 17 Mart 2023 |
| Gönderilme Tarihi | 5 Ekim 2022 |
| Yayımlandığı Sayı | Yıl 2023Cilt: 14 Sayı: 2 |
