Overview of styles, content, learning effects and attitudes of students towards digitally enhanced physiotherapy education – a scoping review
Abstract Background Digital competences are essential for lifelong learning, as highlighted by the European Commission and emphasized in the Digital Education Action Plan 2021–2027. The COVID-19 pandemic necessitated an unprecedented shift to online education, profoundly impacting fields like physio...
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BMC
2025-02-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-025-06750-6 |
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| author | Larissa Pagels Oskar Schindler Kerstin Luedtke |
| author_facet | Larissa Pagels Oskar Schindler Kerstin Luedtke |
| author_sort | Larissa Pagels |
| collection | DOAJ |
| description | Abstract Background Digital competences are essential for lifelong learning, as highlighted by the European Commission and emphasized in the Digital Education Action Plan 2021–2027. The COVID-19 pandemic necessitated an unprecedented shift to online education, profoundly impacting fields like physiotherapy that heavily rely on practical skills. This scoping review aims to provide an overview of currently applied digitally enhanced learning methods, content, effect on knowledge gain and student perceptions in physiotherapy education. Methods Following PRISMA guidelines for scoping reviews, a comprehensive search was conducted across multiple databases, including Medline, Web of Science, and ERIC, incorporating hand searches and expert consultations. Studies were included if they reported on any digitally enhanced educational methods in physiotherapy education, involving qualitative studies, clinical trials, observational studies, or case reports published in English or German from 2010 to February 2024. Data extraction focused on the digital tools that were used, the educational contents, individually measured outcomes, and the impact of digital education. Results Out of 2988 screened studies, 67 met the inclusion criteria, encompassing 7160 participants. These sources of evidence primarily used quantitative methods (n = 51), with a minority using qualitative (n = 7) or mixed methods (n = 6). Nearly half employed hybrid educational approaches. Outcome measures included knowledge, performance, perception, satisfaction, and attitudes. Most sources of evidence reported positive impacts of digitally enhanced education, particularly in knowledge transfer and skill performance. Synchronous and asynchronous methods were used, with varying success across theoretical and practical courses. Gamification and virtual reality emerged as promising tools for enhancing engagement and learning outcomes. However, challenges included the limited direct interaction and perceived self-efficacy among students. Conclusion Digitally enhanced learning formats in physiotherapy education can enhance learning experiences and is generally welcomed by students, especially when blended with traditional methods. The integration of innovative digital strategies holds promise for the future of physiotherapy training, contingent on comprehensive support and training for educators and students alike. |
| format | Article |
| id | doaj-art-236db517281b40c595800231dff48494 |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-236db517281b40c595800231dff484942025-02-09T12:42:19ZengBMCBMC Medical Education1472-69202025-02-0125111210.1186/s12909-025-06750-6Overview of styles, content, learning effects and attitudes of students towards digitally enhanced physiotherapy education – a scoping reviewLarissa Pagels0Oskar Schindler1Kerstin Luedtke2Institute of Health Sciences, Department of Physiotherapy, Pain and Exercise Research Luebeck (P.E.R.L.), University of LuebeckInstitute of Health Sciences, Department of Physiotherapy, Pain and Exercise Research Luebeck (P.E.R.L.), University of LuebeckInstitute of Health Sciences, Department of Physiotherapy, Pain and Exercise Research Luebeck (P.E.R.L.), University of LuebeckAbstract Background Digital competences are essential for lifelong learning, as highlighted by the European Commission and emphasized in the Digital Education Action Plan 2021–2027. The COVID-19 pandemic necessitated an unprecedented shift to online education, profoundly impacting fields like physiotherapy that heavily rely on practical skills. This scoping review aims to provide an overview of currently applied digitally enhanced learning methods, content, effect on knowledge gain and student perceptions in physiotherapy education. Methods Following PRISMA guidelines for scoping reviews, a comprehensive search was conducted across multiple databases, including Medline, Web of Science, and ERIC, incorporating hand searches and expert consultations. Studies were included if they reported on any digitally enhanced educational methods in physiotherapy education, involving qualitative studies, clinical trials, observational studies, or case reports published in English or German from 2010 to February 2024. Data extraction focused on the digital tools that were used, the educational contents, individually measured outcomes, and the impact of digital education. Results Out of 2988 screened studies, 67 met the inclusion criteria, encompassing 7160 participants. These sources of evidence primarily used quantitative methods (n = 51), with a minority using qualitative (n = 7) or mixed methods (n = 6). Nearly half employed hybrid educational approaches. Outcome measures included knowledge, performance, perception, satisfaction, and attitudes. Most sources of evidence reported positive impacts of digitally enhanced education, particularly in knowledge transfer and skill performance. Synchronous and asynchronous methods were used, with varying success across theoretical and practical courses. Gamification and virtual reality emerged as promising tools for enhancing engagement and learning outcomes. However, challenges included the limited direct interaction and perceived self-efficacy among students. Conclusion Digitally enhanced learning formats in physiotherapy education can enhance learning experiences and is generally welcomed by students, especially when blended with traditional methods. The integration of innovative digital strategies holds promise for the future of physiotherapy training, contingent on comprehensive support and training for educators and students alike.https://doi.org/10.1186/s12909-025-06750-6DigitalEducationPhysiotherapyHybridLearning |
| spellingShingle | Larissa Pagels Oskar Schindler Kerstin Luedtke Overview of styles, content, learning effects and attitudes of students towards digitally enhanced physiotherapy education – a scoping review BMC Medical Education Digital Education Physiotherapy Hybrid Learning |
| title | Overview of styles, content, learning effects and attitudes of students towards digitally enhanced physiotherapy education – a scoping review |
| title_full | Overview of styles, content, learning effects and attitudes of students towards digitally enhanced physiotherapy education – a scoping review |
| title_fullStr | Overview of styles, content, learning effects and attitudes of students towards digitally enhanced physiotherapy education – a scoping review |
| title_full_unstemmed | Overview of styles, content, learning effects and attitudes of students towards digitally enhanced physiotherapy education – a scoping review |
| title_short | Overview of styles, content, learning effects and attitudes of students towards digitally enhanced physiotherapy education – a scoping review |
| title_sort | overview of styles content learning effects and attitudes of students towards digitally enhanced physiotherapy education a scoping review |
| topic | Digital Education Physiotherapy Hybrid Learning |
| url | https://doi.org/10.1186/s12909-025-06750-6 |
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