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

The aim of the study is to investigate the effect of online rheumatological rehabilitation training on readiness, clinical decision making and perceived self-efficacy in intern physiotherapy students. In the study, 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. In the study, readiness, clinical decision making and perceived self-efficacy levels will be evaluated in intern physiotherapy students before and after online rheumatological rehabilitation training.

Study Overview

• Status: Completed
• Conditions: Learning Problem
• Intervention / Treatment: Other: Rheumatological rehabilitation training

• Study Type: Observational
• Enrollment (Actual): 60

Contacts and Locations

Study Locations

• Turkey
  • Buyukcekmece
    • Istanbul, Buyukcekmece, Turkey, 34500
      • İstanbul University-Cerrahpaşa

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: 18 years to 25 years (Adult)
• Accepts Healthy Volunteers: No
• Genders Eligible for Study: All

• Sampling Method: Probability Sample

Study Population

Intern physiotherapy students taking the Rheumatology Internship course at Istanbul University Cerrahpaşa Faculty of Health Sciences, Physiotherapy and Rehabilitation will be included in the study. In the 2020-2021 academic year, 60 intern physiotherapy students who took the Rheumatology Internship course will be included. Consent will be obtained from all participants with a voluntary information form on google forms.

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

1

Cohorts and Interventions

Group / Cohort

Intervention / Treatment

Rheumatological rehabilitation training

Other: Rheumatological rehabilitation training; 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.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Readiness Scale for Mobile Learning	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.	Change from baseline to 4 weeks

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Melbourne Decision-Making Scale I-II	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.	Change from baseline to 4 weeks
General Self-Efficacy Scale	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.	Change from baseline to 4 weeks

Collaborators and Investigators

• Sponsor: Istanbul University

Study record dates

Study Major Dates

• Study Start (Actual): October 6, 2020
• Primary Completion (Actual): June 18, 2021
• Study Completion (Actual): November 18, 2021

Study Registration Dates

• First Submitted: June 17, 2021
• First Submitted That Met QC Criteria: January 26, 2022
• First Posted (Actual): February 10, 2022

Study Record Updates

• Last Update Posted (Actual): February 10, 2022
• Last Update Submitted That Met QC Criteria: January 26, 2022
• Last Verified: January 1, 2022

More Information

Terms related to this study

• Keywords: Learning management
• Other Study ID Numbers: 09/12/2020-161414

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: Undecided

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No