FİZYOTERAPİ LİSANS PROGRAMLARINDA UZAKTAN EĞİTİM: SİSTEMATİK DERLEME

Year 2024, Volume: 35 Issue: 2, 246 - 255, 27.08.2024

Mustafa Ertuğrul Yaşa , Tuba Maden , Özge Özkutlu , Necmiye Ün Yıldırım , Kezban Bayramlar , Yavuz Yakut

https://doi.org/10.21653/tjpr.1068434

Abstract

Amaç: Uzaktan eğitim (UE) modellerinin ve araçlarının kullanımı, fizyoterapi dahil olmak üzere sağlık mesleği eğitiminde giderek daha popüler hale geldi. Bununla birlikte, araştırmacıların kapsamlı bilgilere erişmesini sağlayabilecek olan fizyoterapi eğitiminde uzaktan eğitime odaklanan derlemeler az sayıdadır ve farklı sağlık meslek gruplarına ilişkin derlemeler sıklıkla fizyoterapi çalışmalarını içermemektedir. Bu çalışmanın amacı fizyoterapi eğitiminde mevcut kanıtları sentezlemek ve UE sistemlerinin etkinliğini belirlemektir.
Yöntem: Bu çalışma, Sistematik Derlemeler ve Meta Analizler için tercih edilen Raporlama Öğeleri Yönergelerine uygun olarak yürütülmüştür. PubMed, Scopus, EBSCO, Web of Science ve ERIC, başlangıçtan Temmuz 2020 tarihine kadar tarandı. İlk arama 689 çalışmayla sonuçlandı. Yanlılık riski, Cochrane yanlılık risk aracı kullanılarak değerlendirildi.
Sonuçlar: Bu sistematik derlemede 2129 fizyoterapi lisans öğrencisini içeren 25 çalışma (11 uzaktan eğitim modeli / 14 e-sistem) inceleme için uygun bulundu. Genel olarak, sonuç ölçütleri öğrencilerin bilgi, memnuniyet ve beceri düzeyleriydi. Çalışmaların 16’sında bilgi düzeyi araştırıldı ve bilginin arttığı tespit edildi. Bu çalışmaların %38’inde geleneksel ve uzaktan eğitimin bilgi düzeyindeki artışı benzerdi. Çalışmaların %79’unda memnuniyetin arttığı, %14’ünde memnuniyetin azaldığı, %7’sinde ise geleneksel ile uzaktan eğitim memnuniyetinin benzer olduğu belirlendi. Çalışmaların %12’sinde beceri düzeyi araştırılmış olup bu çalışmaların tamamında uzaktan eğitimin olumlu etkileri gösterilmiştir.
Tartışma: UE pratik beceri kazanımı veya maliyet gibi bazı alanlarda etkinliği tartışmalı olsa da fizyoterapi lisans eğitiminde öğrenme sürecini teşvik edebilir. Teorik ve pratik dersler de dahil olmak üzere fizyoterapi müfredatının çeşitli yönlerini araştırmak için uzun takip süreleri olan daha fazla sayıda yüksek kaliteli çalışmalara ihtiyaç vardır.

Keywords

Harmanlanmış Model, Uzaktan Eğitim, E-Sistem, Ters Yüz Model, Hibrit Model

DISTANCE EDUCATION IN UNDERGRADUATE PHYSIOTHERAPY PROGRAMS: A SYSTEMATIC REVIEW

Abstract

Purpose: The use of distance education (DE) models and tools has become increasingly popular in health profession education, including physiotherapy (PT). However, there are few reviews focusing on DE in PT education, which could enable researchers to access comprehensive information, and reviews on various health profession groups often do not include physiotherapy studies. The aim of this study was to synthesize existing evidence and determine the effectiveness of DE systems in PT education.
Methods: This study was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. PubMed, Scopus, EBSCO, Web of Science, and ERIC were searched from inception to July 2020. The initial search resulted in 689 studies. The risk of bias was assessed using the Cochrane risk of bias tool.
Results: In this systematic review, 25 studies which included 2129 physiotherapy undergraduate students (11 DE models / 14 e-systems) were found suitable for review. Generally, outcome measures were students' knowledge, satisfaction, and skill. In 16 of the studies, the level of knowledge was investigated, and it was found that the knowledge increased. In 38% of these studies, the increase in the knowledge level of traditional education and DE was similar. It was found that 79% of the studies demonstrated an increase in satisfaction, 14% demonstrated a decrease in satisfaction, and satisfaction with traditional education and DE was similar in 7%. Skill was investigated in 12% of the studies, and all the studies showed the positive effects of DE.
Conclusion: DE can promote learning in undergraduate PT education, even though its effectiveness in some areas, such as practical skill acquisition or cost, is controversial. Further high-quality studies with long follow-up periods are needed to investigate the various aspects of the PT curriculum, including both theoretical and practical courses.

Keywords

Blended Model, Distance Education, E-System, Flipped Model, Hybrid Model

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