The Effects of Online Rheumatological Rehabilitation Education in Intern Physiotherapy Students
The Effects of Online Rheumatological Rehabilitation Education on Readiness, Clinical Decision Making and Perceived Self-efficacy in Intern Physiotherapy Students
Study Overview
Status
Status
Conditions
Conditions
Intervention / Treatment
Intervention / Treatment
Study Type
Study Type
Enrollment (Actual)
Enrollment
Contacts and Locations
Study Locations
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Buyukcekmece
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Istanbul, Buyukcekmece, Turkey, 34500
- Istanbul University-Cerrahpaşa
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Participation Criteria
Eligibility Criteria
Eligibility Criteria
Ages Eligible for Study
Accepts Healthy Volunteers
Genders Eligible for Study
Sampling Method
Study Population
Description
Inclusion Criteria:
- To be taking Rheumatological Rehabilitation internship course
Exclusion Criteria:
- To have taken the Rheumatological Rehabilitation Internship course before, but failed to complete it successfully
- Lack of internet access
Study Plan
How is the study designed?
Design Details
- Observational Models: Case-Only
- Time Perspectives: Prospective
Number of groups / cohorts
Cohorts and Interventions
Group / CohortGroup / Cohort |
Intervention / TreatmentIntervention / Treatment |
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Rheumatological rehabilitation training
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Online rheumatological rehabilitation training is planned.
Online rheumatological rehabilitation training will be video-based via the Edpuzzle application and interactively via the zoom application.
Online trainings are planned for 15-person intern physiotherapy student groups 4 days a week, 2 hours a day, for 4 weeks on a case-based basis.
With the Edpuzzle application, videos will be prepared for 10 different rheumatological diseases.
In each video, a case with rheumatic disease will be introduced, evaluations made from a physiotherapy perspective and their results will be included.
Before the lesson, students will watch the video defined for them every day from the application called Edpuzzle, answer the questions and plan a disease-specific assessment and treatment program according to the directions in the video.
Then, the assessment and treatment programs prepared by a group of 15 people through the zoom platform will be discussed during the lesson.
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What is the study measuring?
Primary Outcome Measures
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
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Readiness Scale for Mobile Learning
Time Frame: Change from baseline to 4 weeks
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Mobile Learning Readiness Scale will be used to determine students' readiness for mobile learning.
Scale, Lin et al. and Gokcearslan et al. adapted to Turkish and its validity and reliability were made.
While there are 19 items in the original version of the scale, there are 17 items in the Turkish version.
Scale items; "self-efficacy (items 1-2-3-4-5-6), optimism (items 7-8-9-10-11-12-13), and self-learning (items 14-15-16-17)" are grouped.
The variance rate of the scale was 76.9% and the internal consistency coefficient (Cronbach alpha) was 0.95.
The reliability coefficient of the scale is 0.959.
The items in the scale are 7-point Likert type; degree of agreement is scored between (1) "I strongly disagree" and (7) "I strongly agree".
The lowest 17 points and the highest 119 points can be obtained from the scale.
The data are evaluated over the total score.
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Change from baseline to 4 weeks
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Secondary Outcome Measures
Secondary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
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Melbourne Decision-Making Scale I-II
Time Frame: Change from baseline to 4 weeks
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Students' clinical decision making skills Mann et al. "Melbourne Decision-Making Scale (MKVÖ) I-II" was developed to determine the self-esteem and decision-making styles of university students in decision-making.
It consists of six items and a single sub-factor, and three items are scored straight and three items are scored in the opposite direction.
"Correct" answer given to scoring items is made as 2 points, "Sometimes True" answer is 1 point, "Not True" answer is given 0 points.
The maximum score that can be obtained from the scale is 12. High scores indicate high self-esteem in decision making.
II.
Part (MCDS II): It consists of 22 items and measures decision-making styles.
High scores indicate the use of the relevant decision-making style.
It has four sub-factors.
They are Mindful Decision Making Style (6 items), Avoidant Decision Making Style (6 items), Procrastinating Decision Making Style (5 items) and Panic Decision Making Style (5 items).
This scale is answered like MKVÖ I.
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Change from baseline to 4 weeks
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General Self-Efficacy Scale
Time Frame: Change from baseline to 4 weeks
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Students' self-efficacy levels will be evaluated with the General Self-Efficacy Scale.
This scale is a measurement tool for self-assessment.
The Turkish validity and reliability study of the scale was conducted by Yıldırm et al. made by.
In the scale, there are five reversed items and two positive statements.
The score of each question varies between 1-5.
An increase in the total score indicates an increase in self-efficacy belief.
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Change from baseline to 4 weeks
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Collaborators and Investigators
Sponsor
Sponsor
Study record dates
Study Major Dates
Study Start (Actual)
Study Start
Primary Completion (Actual)
Primary Completion
Study Completion (Actual)
Study Completion
Study Registration Dates
First Submitted
First Submitted
First Submitted That Met QC Criteria
First Submitted That Met QC Criteria
First Posted (Actual)
First Posted
Study Record Updates
Last Update Posted (Actual)
Last Update Posted
Last Update Submitted That Met QC Criteria
Last Update Submitted That Met QC Criteria
Last Verified
Last Verified
More Information
Terms related to this study
Keywords
Other Study ID Numbers
Other Study ID Numbers
- 09/12/2020-161414
Plan for Individual participant data (IPD)
Plan to Share Individual Participant Data (IPD)?
Drug and device information, study documents
Studies a U.S. FDA-regulated drug product
Studies a U.S. FDA-regulated device product
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