Do online workshops using active teaching methods improve self-rated social skills of future physiotherapists?

Abstract

Purpose

In the context of the COVID-19 pandemic, the need arose for replacing conventional forms of education with remote classes. Therefore, it was decided to test the effectiveness of a social skills workshop conducted using active online methods for second-year physiotherapy students.

Methods

The experimental factor was the contents of workshop classes taught online. The platforms Teams, Zoom and the Messenger were used to carry out the experiment. The workshops used active learning methods: simulation of work situation, drama, peer feedback and interaction-based communication.

Results

The results obtained from 78 participants (pre-test and post-test, including 45 women) were analysed. The age of the participants ranged from 20 to 22 years, with a mean of 20.7 years. A self-reported social skills questionnaire consisting of 30 statements was used. Participation in the course resulted in a significant increase in the index of general social competences of the students (F_1.76=38.66; p < .0001; η²=.337; observed power (for α = .05) 1 − β > 0.99. There was no interaction between course participation and the gender of the participants (p = .0849).

Conclusions

Online workshops using active teaching methods, which are an essential element of future physiotherapists’ preparation for clinical work, can stimulate the development of their social skills.

Keywords:

• Physiotherapy
• students
• workshops
• online
• social competences

Disclosure statement

All authors certify that there is no actual or potential conflict of interest in relation to this study.

Additional information

Funding

The research was financed by the Polish Ministry of Science and Higher Education within Social and Humanistic Research School of Physical Culture (Research School No. 2) of the Józef Piłsudski University of Physical Education in Warsaw.