Physiotherapy lecturers’ perceptions of online curriculum delivery during the COVID-19 pandemic: a cross-sectional survey

References

• Chesterton P, Chesterton J, Alexanders J. New graduate physiotherapists’ perceived preparedness for clinical practice. A cross-sectional survey. Eur J Physiother. 2021;30:0–1.
   Google Scholar
• Cucinotta D, Vanelli M. WHO declares COVID-19 a pandemic. Acta Bio Medica: Atenei Parmensis. 2020;91(1):157.
   PubMedGoogle Scholar
• Khan RA, Atta K, Sajjad M, et al. Twelve tips to enhance student engagement in synchronous online teaching and learning. Med Teach. 2021;19:1–6.
   Google Scholar
• Hodges C, Moore S, Lockee B, et al. The difference between emergency remote teaching and online learning. Educause Rev. 2020;27:1–12.
   Google Scholar
• Rossettini G, Geri T, Turolla A, et al. Online teaching in physiotherapy education during COVID-19 pandemic in Italy: a retrospective case-control study on students’ satisfaction and performance. BMC Med Educ. 2021;21(1):1–7.
   PubMed Web of Science ®Google Scholar
• Ødegaard NB, Myrhaug HT, Dahl-Michelsen T, et al. Digital learning designs in physiotherapy education: a systematic review and meta-analysis. BMC Med Educ. 2021;21(1):48–48.
   PubMed Web of Science ®Google Scholar
• Ranganathan H, Singh DK, Kumar S, et al. 570 Readiness towards online learning among physiotherapy undergraduates. BMC Med Educ. 2021;21(1):1–8.
   PubMed Web of Science ®Google Scholar
• Bączek M, Zagańczyk-Bączek M, Szpringer M, et al. Wożakowska-Kapłon B. 2021. Students’ perception of online learning during the COVID-19 pandemic: a survey study of polish medical students. Medicine. 2021;100(7):e24821.
   PubMed Web of Science ®Google Scholar
• Longhini J, De Colle B, Rossettini G, et al. What knowledge is available on massive open online courses in nursing and academic healthcare sciences education? A rapid review. Nurse Educ Today. 2021;99:104812.
   PubMed Web of Science ®Google Scholar
• Plummer L, Belgen Kaygısız B, Pessoa Kuehner C, et al. Teaching online during the COVID-19 pandemic: a phenomenological study of physical therapist faculty in Brazil, Cyprus, and the United States. Educ Sci. 2021;11(3):130–146.
   Google Scholar
• Rossettini G, Turolla A, Gudjonsdottir B, et al. Digital entry-level education in physiotherapy: a commentary to inform post-COVID-19 future directions. Med Sci Educ. 2021;31(6):2071–2083.
   PubMedGoogle Scholar
• World Physiotherapy. 2020. Report sets out future of digital physical therapy practice. [cited 2022 May 17]. Available from: https://world.physio/news/report-sets-outfuture-digital-physical-therapy-practice.
   Google Scholar
• Eysenbach G. Improving the quality of web surveys: the checklist for reporting results of internet E-Surveys (CHERRIES). J Med Internet Res. 2004;6(3):e132.
   Web of Science ®Google Scholar
• Cathain A, Murphy E, Nicholl J. The quality of mixed methods studies in health services research. J Health Serv Res Policy. 2008;13(2):92–98.
   Web of Science ®Google Scholar
• Von Elm E, Altman DG, Egger M, et al. The strengthening the reporting of observational studies in epidemiology (STROBE) statement: guidelines for reporting observational studies. Ann Intern Med. 2007;147(8):573–577.
   PubMed Web of Science ®Google Scholar
• Wisdom J, Creswell JW. 2013. Mixed methods: integrating quantitative and qualitative data collection and analysis while studying patient-centered medical home models. Rockville: Agency for Healthcare Research and Quality.
   Google Scholar
• Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3(2):77–101.
   Google Scholar
• Robinson OC. Conducting thematic analysis on brief texts: the structured tabular approach. Qual Psychol. 2021. Advance online publication.
   Google Scholar
• Stoszkowski J, Collins D. Sources, topics and use of knowledge by coaches. J Sports Sci. 2016;34(9):794–802.
   PubMed Web of Science ®Google Scholar
• Heckathorn DD. Comment: snowball versus respondent-driven sampling. Sociol Method. 2011;41(1):355–366.
   PubMed Web of Science ®Google Scholar
• Newcombe RG. Interval estimation for the difference between independent proportions: comparison of eleven methods. Statist Med. 1998;17(8):873–890.
   PubMed Web of Science ®Google Scholar
• Wilkinson L. Statistical methods in psychology journals: guidelines and explanations. Am Psychol. 1999;54(8):594–604.
   Web of Science ®Google Scholar
• Hopkins WG. Linear models and effect magnitudes for research, clinical and practical applications. Sportscience. 2010;14:49–59.
   Google Scholar
• Guion LA, Diehl DC, McDonald D. Triangulation: establishing the validity of qualitative studies. Gainesville, FL: University of Florida cooperative extension service, institute of food and agricultural sciences. EDIS. 2011;2011(8):3.
   Google Scholar
• Carter N, Bryant-Lukosius D, DiCenso A, et al. The use of triangulation in qualitative research. Oncol Nurs Forum. 2014;41(5):545–547.
   PubMed Web of Science ®Google Scholar
• Almahasees Z, Mohsen K, Amin MO. Faculty’s and students’ perceptions of online learning during COVID-19. Front Educ. 2021;6:638470.
   Google Scholar
• Dost S, Hossain A, Shehab M, et al. Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students. BMJ Open. 2020;10(11):e042378.
   PubMed Web of Science ®Google Scholar
• Britt R. Online education: a survey of faculty and students. Radiol Tech. 2006;77(3):183–190.
   PubMedGoogle Scholar
• Guest R, Rohde N, Selvanathan S, et al. Student satisfaction and online teaching. Assess Evaul High Educ. 2018;43(7):1084–1093.
   Web of Science ®Google Scholar
• Barradell S. Moving forth: imagining physiotherapy education differently. Physiother Theory Pract. 2017;33(6):439–447.
   PubMed Web of Science ®Google Scholar
• Peters S, Clarebout G, Diemers A, et al. Enhancing the connection between the classroom and the clinical workplace: a systematic review. Perspect Med Educ. 2017;6(3):148–157.
   PubMed Web of Science ®Google Scholar
• Major ME, Ramaekers SP, Engelbert RH, et al. Preparing undergraduate students for clinical work in a complex environment: evaluation of an e-learning module on physiotherapy in the intensive care unit. BMC Med Educ. 2020;20(1):0–1.
   Web of Science ®Google Scholar
• Jones SE, Campbell PK, Kimp AJ, et al. Evaluation of a novel e-learning program for physiotherapists to manage knee osteoarthritis via telehealth: qualitative study nested in the PEAK (physiotherapy exercise and physical activity for knee osteoarthritis) randomized controlled trial. J Med Internet Res. 2021;23(4):e25872.
   PubMed Web of Science ®Google Scholar
• Bower M, Kenney J, Dalgarno B, et al. Patterns and principles for blended synchronous learning: engaging remote and face-to-face learners in rich-media real-time collaborative activities. Australas J Educ Technol. 2014;30(3).
   Web of Science ®Google Scholar
• Yamagata-Lynch LC. Blending online asynchronous and synchronous learning. Int Rev Res Open Dis. 2014;15(2):189–212.
   Google Scholar
• Korobova N. 2012. A comparative study of student engagement, satisfaction, and academic success among international and American students. Iowa State University.
   Google Scholar
• Peng MY, Wang RS, Liu FC, et al. Multi-engagement, learning approach and student learning outcomes: evidence from Taiwanese private university. ujer. 2017;5(7):1137–1144.
   Google Scholar
• Williams L, Lahman M. Online discussion, student engagement, and critical thinking. J Politicial Sci Educ. 2011;7(2):143–162.
   Google Scholar
• Gustafson P, Gibbs D. Guiding or hiding? The role of the facilitator in online teaching and learning. Teach Educ. 2000;11(2):195–210.
   Google Scholar
• Tognon K, Grudzinskas K, Chipchase L. The assessment of clinical competence of physiotherapists during and after the COVID-19 pandemic. J Physiother. 2021;67(2):79–81.
   PubMed Web of Science ®Google Scholar
• Ng L, Seow KC, MacDonald L, et al. eLearning in physical therapy: lessons learned from transitioning a professional education program to full eLearning during the COVID-19 pandemic. Phys Ther. 2021;101(4):pzab082.
   PubMed Web of Science ®Google Scholar
• Rossettini G, Rondoni A, Palese A, et al. Effective teaching of manual skills to physiotherapy students: a randomised clinical trial. Med Educ. 2017;51(8):826–838.
   PubMed Web of Science ®Google Scholar
• Gagnon K, Young B, Bachman T, et al. Doctor of physical therapy education in a hybrid learning environment: reimagining the possibilities and navigating a “new normal. Phys Ther. 2020;100(8):1268–1277.
   PubMed Web of Science ®Google Scholar
• Mohamad SN, Salleh MA, Salam S. Factors affecting lecturers motivation in using online teaching tools. Procedia Soc Behav Sci. 2015;195:1778–1784.
   Google Scholar
• Sulaiman AH, Mohamed AE, Afendi H. E-Content development in Malaysian higher education institutions. In Mohamed Amin Embi (Eds.), e- Learning in Malaysian higher education institutions. Department of Higher Education, Ministry of Higher Education. Department of Higher Education Ministry of Higher Education of Malaysia; 2011, p. 67–79.
   Google Scholar
• O’Doherty D, Dromey M, Lougheed J, et al. Barriers and solutions to online learning in medical education–an integrative review. BMC Med Educ. 2018;18(1):1–1.
   PubMedGoogle Scholar
• Idris F, Zulkipli IN, Abdul-Mumin KH, et al. Academic experiences, physical and mental health impact of COVID-19 pandemic on students and lecturers in health care education. BMC Med Educ. 2021;21(1):1–3.
   PubMed Web of Science ®Google Scholar
• Diego-Medrano E, Salazar LR. Examining the Work-Life balance of faculty in higher education. Int J Soc Policy Educ. 2021;3(3):27–36.
   Google Scholar
• Webb A, McQuaid RW, Webster CW. Moving learning online and the COVID-19 pandemic: a university response. World journal of science. Technology and Sustainable Development. 2021;18(1):1–19.
   Google Scholar
• Lockman AS, Schirmer BR. Online instruction in higher education: promising, research-based, and evidence-based practices. J Educ e-Learn Res. 2020;7(2):130–152.
   Google Scholar
• Keel S, Schmid A, Keller F, et al. Investigating the use of digital health tools in physiotherapy: facilitators and barriers. Physiother Theory Pract. 2022;18:1–20.
   Google Scholar
• Stojan J, Haas M, Thammasitboon S, et al. Online learning developments in undergraduate medical education in response to the COVID-19 pandemic: a BEME systematic review: BEME guide no. 69. Med Teach. 2021;28:1–21.
   Google Scholar
• Chesterton P, Alexanders J, Rutter LK. A call for more psychological skills training: Examining the views of qualified and student sports therapists in the united kingdom. J Bodyw Mov Ther. 2020;24(4):3–19. doi:10.1016/j.jbmt.2020.06.010. 33218500
   Web of Science ®Google Scholar
• Bethlehem J. Selection bias in web surveys. Int Stat Rev. 2010;78(2):161–188.
   Web of Science ®Google Scholar