Digital and blended curriculum delivery in health professions education: an umbrella review with implications for Doctor of Physical Therapy education programs

Abstract

Background

Physical therapy education programs are incorporating digital delivery strategies into their curricula more than ever during the COVID-19 pandemic. The literature on digital and blended strategies within physical therapy education is limited. However, there is extensive literature across all health professions necessitating an overarching synthesis to determine best practices.

Objectives

In this umbrella review, we provide a critical overview of recent systematic reviews examining digital and blended curriculum delivery strategies in graduate health professions education and discuss their implementation in graduate, entry-level physical therapy education programs.

Methods

Searches were conducted in PubMed, Embase, CINAHL, ERIC, and the Cochrane Database of Systematic Reviews. Systematic reviews published from January 2011-January 2020 focusing on digital or blended curriculum delivery strategies in doctoral-level health professions education programs were included. Reviews with a primary or exclusive focus on simulation, clinical education, or residency education were excluded.

Results

Overall, digital strategies were found to be at least as effective as traditional strategies for learner satisfaction, attitude, knowledge, and skill. The evidence supports incorporating digital strategies as an adjunct to or replacement for portions of a traditional curriculum. Considerable heterogeneity across reviews and individual studies confounded the ability to draw broad conclusions.

Conclusions

The evidence suggests that it is unnecessary for physical therapy education programs to abandon all of their recently implemented digital strategies once the pandemic ends. Further research is needed on programs with a substantial digital delivery component and on broader outcomes at the level of the student, the program/institution, and the greater community.

Keywords:

• Doctor of Physical Therapy Education
• health professions education
• digital learning
• blended learning
• curricular design and delivery

Acknowledgements

The authors would like to thank Janice Abarro, Erin Harrington, Paige Qi, Abigail Salazar, and Kerry Shutt for their contributions to study screening and data extraction.

Disclosure statement

No potential conflict of interest was reported by the authors.

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Additional information

Notes on contributors

Megan A. Connelly Ortega

Dr. Megan A. Connelly Ortega is an Assistant Professor and the Assistant Director of Clinical Education in the Department of Physical Therapy and Rehabilitation Science, at the University of Maryland School of Medicine. She received her bachelor’s degree in Exercise Science from the University of Scranton in 2009, and her Doctorate degree in Physical Therapy from the University of Scranton in 2012. She completed a Geriatric Clinical Residency at the University of Minnesota, Twin Cities in 2013. She is a Board-Certified Clinical Specialist in Geriatric Physical Therapy.

Victoria G. Marchese

Dr. Victoria G. Marchese is an Associate Professor and the Chair of the Department of Physical Therapy and Rehabilitation Science at the University of Maryland School of Medicine. She has over 20 years of clinical experience in pediatric physical therapy. Dr. Marchese’s research focuses on examining the neuromuscular mechanisms that contribute to physical performance and multisystem interventions to improve physical function and quality of life in children with pediatric cancer. Dr. Marchese received her bachelor’s degree in physical therapy from the University of Tennessee and her PhD from MCP Hahnemann University.

Michael J. Zarro

Dr. Michael J. Zarro is an Assistant Professor in the Department of Physical Therapy and Rehabilitation Science at the University of Maryland School of Medicine. He graduated with a Doctor of Physical Therapy degree from the University of Maryland, Baltimore. His clinical practice focuses on sports and orthopedic physical therapy. He teaches in the human anatomy, biomechanics, and musculoskeletal content within the program with a focus on sport and exercise rehabilitation. He serves as a clinical instructor for DPT students on their clinical experiences. He currently serves as team physical therapist for the University of Maryland Terrapins and previously served as team physical therapist for the Loyola University Maryland Greyhounds. He also volunteers with the local running and strength and conditioning community as well as the United States Olympic Committee.

Roy J. Film

Dr. Roy J. Film is an Assistant Professor and Director for Residency and Fellowship Education in the Department of Physical Therapy and Rehabilitation Science at the University of Maryland School of Medicine. He earned a Master of Physical Therapy degree in 1996 and a transitional Doctor of Physical Therapy degree in 2012, both from Temple University. He completed residency and fellowship training in Orthopaedic Manual Physical Therapy through the Manual Therapy Institute, Cedar Park, TX. He is a Board-Certified Clinical Specialist in Orthopaedic Physical Therapy and a Fellow of the American Academy of Orthopaedic Manual Physical Therapists. He is currently pursuing a PhD in Epidemiology and Public Health at the University of Maryland, Baltimore. Dr. Film is the Vice President of APTA Maryland and is a member of the World Health Organization’s Peer Review Group for Musculoskeletal Conditions.

Andrea G. Shipper

Ms. Andrea G. Shipper is a Research and Education Librarian at the University of Maryland Health Sciences and Human Services Library and an Adjunct Instructor at the University of Maryland School of Medicine. She earned her Master of Science in Library and Information Science from Drexel University. She specializes in systematic reviews, research impact assessment, and scholarly communication.

Cara Felter

Dr. Cara Felter is an Assistant Professor and Director for Educational Affairs in the Department of Physical Therapy and Rehabilitation Science at the University of Maryland School of Medicine. She was an adjunct instructor for five years prior to becoming a core faculty member in 2016. She received a Doctorate in Physical Therapy from Belmont University in 2004, and a Master of Public Health from the Johns Hopkins Bloomberg School of Public Health in 2010. She is Board-Certified in Neurology and Pediatrics and has clinical experience in both of these areas. Dr. Felter is an active member of the APTA and is currently pursuing a PhD in Health Professions Education.