Systematic Reviews and Meta Analysis
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FİZYOTERAPİ LİSANS PROGRAMLARINDA UZAKTAN EĞİTİM: SİSTEMATİK DERLEME

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

References

  • Holmberg B. Growth and structure of distance education: Croom Helm; 1986.
  • Sandars J, Morrison C. What is the Net Generation? The challenge for future medical education. Med Teach. 2007;29(2-3):85-88.
  • Hassenburg A. Distance education versus the traditional classroom. BSJ. 2009;13(1):7-10.
  • Yetik, Serap; Akyüz, Halil İbrahim; Bardakci, Salih. Awareness and utilization of emergence technologies of education faculty members. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 2019; 22(1): 164-192.
  • Regmi K, Jones L. A systematic review of the factors–enablers and barriers–affecting e-learning in health sciences education. BMC Med. Educ. 2020;20:1-18.
  • Unge J, Lundh P, Gummesson C, Amnér G. Learning spaces for health sciences–what is the role of e-learning in physiotherapy and occupational therapy education? A literature review. Phys. Ther. Rev. 2018;23(1):50-60.
  • Tibingana-Ahimbisibwe B, Willis S, Catherall S, Butler F, Harrison R. A systematic review of peer-assisted learning in fully online higher education distance learning programmes. Open Learning: The Journal of Open, Distance and e-Learning. 2022;37(3):251-272.
  • Tudor Car L, Soong A, Kyaw BM, Chua KL, Low-Beer N, Majeed A. Health professions digital education on clinical practice guidelines: a systematic review by Digital Health Education collaboration. BMC Med. 2019;17(1):139.
  • Mącznik AK, Ribeiro DC, Baxter GD. Online technology use in physiotherapy teaching and learning: a systematic review of effectiveness and users’ perceptions. BMC Med. Educ. 2015;15(1):1-12.
  • Wutoh R, Boren SA, Balas EA. ELearning: a review of Internet‐based continuing medical education. J Contin Educ Health Prof. 2004;24(1):20-30.
  • Boucher B, Robertson E, Wainner R, Sanders B. “Flipping” Texas State University’s physical therapist musculoskeletal curriculum: Implementation of a hybrid learning model. J. Phys. Ther. Educ. 2013;27(3):72-77.
  • Commission on the Accreditation in Physiotherapy Education (CAPTE) (2019). Aggregate Program Data: 2018-2019 Physical Therapist Education Programs Fact Sheets.
  • Chumley-Jones HS, Dobbie A, Alford CL. Web-based learning: sound educational method or hype? A review of the evaluation literature. J. Acad. Med. 2002;77(10):86-93.
  • Moher D, Shamseer L, Clarke M, Ghersi D, Liberati A, Petticrew M, et al. Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Syst Rev. 2015;4(1):1.
  • Higgins JP, Altman DG, Gøtzsche PC, Jüni P, Moher D, Oxman AD, et al. The Cochrane Collaboration’s tool for assessing risk of bias in randomised trials. BMJ. 2011;343:d5928.
  • Aguilar-Rodriguez M, Marques-Sule E, Serra-Ano P, Espi-Lopez GV, Duenas-Moscaro L, Perez-Alenda S. A blended-learning programme regarding professional ethics in physiotherapy students. Nurs. Ethics. 2019;26(5):1410-1423.
  • Arroyo-Morales M, Cantarero-Villanueva I, Fernández-Lao C, Guirao-Piñeyro M, Castro-Martín E, Díaz-Rodríguez L. A blended learning approach to palpation and ultrasound imaging skills through supplementation of traditional classroom teaching with an e-learning package. Man. Ther. 2012;17(5):474-478.
  • Cantarero-Villanueva I, Fernández-Lao C, Galiano-Castillo N, Castro-Martín E, Díaz-Rodríguez L, Arroyo-Morales M, et al. Evaluation of e-learning as an adjunctive method for the acquisition of skills in bony landmark palpation and muscular ultrasound examination in the lumbopelvic region: a controlled study. J Manipulative Physiol Ther. 2012;35(9):727-734.
  • Davies A, Ramsay J, Lindfield H, Couperthwaite J. A blended approach to learning: added value and lessons learnt from students’ use of computer‐based materials for neurological analysis. Br J Educ Technol. 2005;36(5):839-849.
  • Day LJ. A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students. Anat. Sci. Educ. 2018;11(6):565-74.
  • Cherry L, Blackinton M. Student Perceptions of Factors Influencing Success in Hybrid and Traditional DPT Programs. Distance Learning. 2017;14(4):37.
  • Gaida JE, Seville C, Cope L, Dalwood N, Morgan P, Maloney S. Acceptability of a blended learning model that improves student readiness for practical skill learning: A mixed-methods study. FoHPE. 2016;17(1):3-17.
  • Green RA, Whitburn LY. Impact of Introduction of Blended Learning in Gross Anatomy on Student Outcomes. Anat. Sci. Educ. 2016;9(5):422-430.
  • Nicklen P, Rivers G, Ooi C, Ilic D, Reeves S, Walsh K, et al. An Approach for Calculating Student-Centered Value in Education - A Link between Quality, Efficiency, and the Learning Experience in the Health Professions. PloS One. 2016a;11(9): e0162941.
  • Roe Y, Odegaard N, Dahl-Michelsen T. Flipping the classroom in physiotherapy education: experiences, opportunities, and challenges. Nord. J. Digit. Lit. 2018;13(4):24-37.
  • Roe Y, Rowe M, Odegaard NB, Sylliaas H, Dahl-Michelsen T. Learning with technology in physiotherapy education: design, implementation and evaluation of a flipped classroom teaching approach. BMC Med. Educ. 2019;19:1-8.
  • Lambert J, Kalyuga S, Capan LA. Student Perceptions and Cognitive Load: what can they tell us about e-learning Web 2.0 course design? E-Learning and Digital Media. 2009;6(2):150-163.
  • Lozano-Lozano M, Galiano-Castillo N, Fernández-Lao C, Postigo-Martin P, Álvarez-Salvago F, Arroyo-Morales M, et al. The Ecofisio Mobile App for Assessment and Diagnosis Using Ultrasound Imaging for Undergraduate Health Science Students: Multicenter Randomized Controlled Trial. J. Med. Internet Res. 2020;22(3):e16258.
  • Hammarlund CS, Nilsson MH, Gummesson C. External and internal factors influencing self-directed online learning of physiotherapy undergraduate students in Sweden: a qualitative study. J Educ Eval Health Prof 2015;12:33.
  • Keiller L, Inglis-Jassiem G. A lesson in listening: Is the student voice heard in the rush to incorporate technology into health professions education? Afr. J. Health Prof. Educ. 2015;7(1):47-50.
  • Green RA, Farchione D, Hughes DL, Chan SP. Participation in asynchronous online discussion forums does improve student learning of gross anatomy. Anat. Sci. Educ. 2014;7(1):71-76.
  • da Costa Vieira RA, Lopes AH, Sarri AJ, Benedetti ZC, de Oliveira CZ. Oncology E-learning for undergraduate. a prospective randomized controlled trial. J Cancer Educ. 2017;32(2):344-351.
  • Corrigan R, Hardham G. Use of technology to enhance student self evaluation and the value of feedback on teaching. Int J Ther Rehabil. 2011;18(10):579-588.
  • Nicklen P, Keating JL, Paynter S, Storr M, Maloney S. Remote-online case-based learning: a comparison of remote-online and face-to-face, case-based learning-a randomized controlled trial. Educ Health. 2016b;29(3):195.
  • Hossain MS, Islam MS, Glinsky JV, Lowe R, Lowe T, Harvey LA. A massive open online course (MOOC) can be used to teach physiotherapy students about spinal cord injuries: a randomised trial. J. Physiother. 2015;61(1):21-7.
  • Jones J, McQueen M, Lowe S, Minnes P, Rischke A. Interprofessional Education in Canada: Addressing Knowledge, Skills, and Attitudes Concerning Intellectual Disability for Future Healthcare Professionals. J. Policy Pract. Intellect. Disabil. 2015;12(3):172-180.
  • Maloney S, Chamberlain M, Morrison S, Kotsanas G, Keating JL, Ilic D. Health Professional Learner Attitudes and Use of Digital Learning Resources. J Med Internet Res. 2013a;15(1).
  • Maloney S, Paynter S, Storr M, Morgan P. Implementing student self‐video of performance. Clin Teach. 2013b;10(5):323-327.
  • Ulrich F, Helms NH, Frandsen UP, Rafn AV. Learning effectiveness of 360° video: experiences from a controlled experiment in healthcare education. Interact. Learn. Environ. 2019:1-14.
  • Kumar YP, Kumar Y. Development Of E-Module for Physiotherapy Ethics for Final Year Students of Bachelor of Physiotherapy: A Pilot study. NJIRM. 2013;4(5).
  • Silva CC, Toledo SL, Silveira PS, Carvalho CR. Evaluation of a multimedia online tool for teaching bronchial hygiene to physical therapy students. Braz. J. Phys. Ther. 2012;16(1):68-73.
  • Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med. Educ. 2018;18:1-12.
  • Abdull Mutalib AA, Md. Akim A, Jaafar MH. A systematic review of health sciences students’ online learning during the COVID-19 pandemic. BMC Med. Educ. 2022;22(1):524.
  • Naciri A, Radid M, Kharbach A, Chemsi G. E-learning in health professions education during the COVID-19 pandemic: a systematic review. J. Educ. evaluation health Prof. 2021;18:27.

DISTANCE EDUCATION IN UNDERGRADUATE PHYSIOTHERAPY PROGRAMS: A SYSTEMATIC REVIEW

Year 2024, Volume: 35 Issue: 2, 246 - 255, 27.08.2024
https://doi.org/10.21653/tjpr.1068434

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.

References

  • Holmberg B. Growth and structure of distance education: Croom Helm; 1986.
  • Sandars J, Morrison C. What is the Net Generation? The challenge for future medical education. Med Teach. 2007;29(2-3):85-88.
  • Hassenburg A. Distance education versus the traditional classroom. BSJ. 2009;13(1):7-10.
  • Yetik, Serap; Akyüz, Halil İbrahim; Bardakci, Salih. Awareness and utilization of emergence technologies of education faculty members. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 2019; 22(1): 164-192.
  • Regmi K, Jones L. A systematic review of the factors–enablers and barriers–affecting e-learning in health sciences education. BMC Med. Educ. 2020;20:1-18.
  • Unge J, Lundh P, Gummesson C, Amnér G. Learning spaces for health sciences–what is the role of e-learning in physiotherapy and occupational therapy education? A literature review. Phys. Ther. Rev. 2018;23(1):50-60.
  • Tibingana-Ahimbisibwe B, Willis S, Catherall S, Butler F, Harrison R. A systematic review of peer-assisted learning in fully online higher education distance learning programmes. Open Learning: The Journal of Open, Distance and e-Learning. 2022;37(3):251-272.
  • Tudor Car L, Soong A, Kyaw BM, Chua KL, Low-Beer N, Majeed A. Health professions digital education on clinical practice guidelines: a systematic review by Digital Health Education collaboration. BMC Med. 2019;17(1):139.
  • Mącznik AK, Ribeiro DC, Baxter GD. Online technology use in physiotherapy teaching and learning: a systematic review of effectiveness and users’ perceptions. BMC Med. Educ. 2015;15(1):1-12.
  • Wutoh R, Boren SA, Balas EA. ELearning: a review of Internet‐based continuing medical education. J Contin Educ Health Prof. 2004;24(1):20-30.
  • Boucher B, Robertson E, Wainner R, Sanders B. “Flipping” Texas State University’s physical therapist musculoskeletal curriculum: Implementation of a hybrid learning model. J. Phys. Ther. Educ. 2013;27(3):72-77.
  • Commission on the Accreditation in Physiotherapy Education (CAPTE) (2019). Aggregate Program Data: 2018-2019 Physical Therapist Education Programs Fact Sheets.
  • Chumley-Jones HS, Dobbie A, Alford CL. Web-based learning: sound educational method or hype? A review of the evaluation literature. J. Acad. Med. 2002;77(10):86-93.
  • Moher D, Shamseer L, Clarke M, Ghersi D, Liberati A, Petticrew M, et al. Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Syst Rev. 2015;4(1):1.
  • Higgins JP, Altman DG, Gøtzsche PC, Jüni P, Moher D, Oxman AD, et al. The Cochrane Collaboration’s tool for assessing risk of bias in randomised trials. BMJ. 2011;343:d5928.
  • Aguilar-Rodriguez M, Marques-Sule E, Serra-Ano P, Espi-Lopez GV, Duenas-Moscaro L, Perez-Alenda S. A blended-learning programme regarding professional ethics in physiotherapy students. Nurs. Ethics. 2019;26(5):1410-1423.
  • Arroyo-Morales M, Cantarero-Villanueva I, Fernández-Lao C, Guirao-Piñeyro M, Castro-Martín E, Díaz-Rodríguez L. A blended learning approach to palpation and ultrasound imaging skills through supplementation of traditional classroom teaching with an e-learning package. Man. Ther. 2012;17(5):474-478.
  • Cantarero-Villanueva I, Fernández-Lao C, Galiano-Castillo N, Castro-Martín E, Díaz-Rodríguez L, Arroyo-Morales M, et al. Evaluation of e-learning as an adjunctive method for the acquisition of skills in bony landmark palpation and muscular ultrasound examination in the lumbopelvic region: a controlled study. J Manipulative Physiol Ther. 2012;35(9):727-734.
  • Davies A, Ramsay J, Lindfield H, Couperthwaite J. A blended approach to learning: added value and lessons learnt from students’ use of computer‐based materials for neurological analysis. Br J Educ Technol. 2005;36(5):839-849.
  • Day LJ. A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students. Anat. Sci. Educ. 2018;11(6):565-74.
  • Cherry L, Blackinton M. Student Perceptions of Factors Influencing Success in Hybrid and Traditional DPT Programs. Distance Learning. 2017;14(4):37.
  • Gaida JE, Seville C, Cope L, Dalwood N, Morgan P, Maloney S. Acceptability of a blended learning model that improves student readiness for practical skill learning: A mixed-methods study. FoHPE. 2016;17(1):3-17.
  • Green RA, Whitburn LY. Impact of Introduction of Blended Learning in Gross Anatomy on Student Outcomes. Anat. Sci. Educ. 2016;9(5):422-430.
  • Nicklen P, Rivers G, Ooi C, Ilic D, Reeves S, Walsh K, et al. An Approach for Calculating Student-Centered Value in Education - A Link between Quality, Efficiency, and the Learning Experience in the Health Professions. PloS One. 2016a;11(9): e0162941.
  • Roe Y, Odegaard N, Dahl-Michelsen T. Flipping the classroom in physiotherapy education: experiences, opportunities, and challenges. Nord. J. Digit. Lit. 2018;13(4):24-37.
  • Roe Y, Rowe M, Odegaard NB, Sylliaas H, Dahl-Michelsen T. Learning with technology in physiotherapy education: design, implementation and evaluation of a flipped classroom teaching approach. BMC Med. Educ. 2019;19:1-8.
  • Lambert J, Kalyuga S, Capan LA. Student Perceptions and Cognitive Load: what can they tell us about e-learning Web 2.0 course design? E-Learning and Digital Media. 2009;6(2):150-163.
  • Lozano-Lozano M, Galiano-Castillo N, Fernández-Lao C, Postigo-Martin P, Álvarez-Salvago F, Arroyo-Morales M, et al. The Ecofisio Mobile App for Assessment and Diagnosis Using Ultrasound Imaging for Undergraduate Health Science Students: Multicenter Randomized Controlled Trial. J. Med. Internet Res. 2020;22(3):e16258.
  • Hammarlund CS, Nilsson MH, Gummesson C. External and internal factors influencing self-directed online learning of physiotherapy undergraduate students in Sweden: a qualitative study. J Educ Eval Health Prof 2015;12:33.
  • Keiller L, Inglis-Jassiem G. A lesson in listening: Is the student voice heard in the rush to incorporate technology into health professions education? Afr. J. Health Prof. Educ. 2015;7(1):47-50.
  • Green RA, Farchione D, Hughes DL, Chan SP. Participation in asynchronous online discussion forums does improve student learning of gross anatomy. Anat. Sci. Educ. 2014;7(1):71-76.
  • da Costa Vieira RA, Lopes AH, Sarri AJ, Benedetti ZC, de Oliveira CZ. Oncology E-learning for undergraduate. a prospective randomized controlled trial. J Cancer Educ. 2017;32(2):344-351.
  • Corrigan R, Hardham G. Use of technology to enhance student self evaluation and the value of feedback on teaching. Int J Ther Rehabil. 2011;18(10):579-588.
  • Nicklen P, Keating JL, Paynter S, Storr M, Maloney S. Remote-online case-based learning: a comparison of remote-online and face-to-face, case-based learning-a randomized controlled trial. Educ Health. 2016b;29(3):195.
  • Hossain MS, Islam MS, Glinsky JV, Lowe R, Lowe T, Harvey LA. A massive open online course (MOOC) can be used to teach physiotherapy students about spinal cord injuries: a randomised trial. J. Physiother. 2015;61(1):21-7.
  • Jones J, McQueen M, Lowe S, Minnes P, Rischke A. Interprofessional Education in Canada: Addressing Knowledge, Skills, and Attitudes Concerning Intellectual Disability for Future Healthcare Professionals. J. Policy Pract. Intellect. Disabil. 2015;12(3):172-180.
  • Maloney S, Chamberlain M, Morrison S, Kotsanas G, Keating JL, Ilic D. Health Professional Learner Attitudes and Use of Digital Learning Resources. J Med Internet Res. 2013a;15(1).
  • Maloney S, Paynter S, Storr M, Morgan P. Implementing student self‐video of performance. Clin Teach. 2013b;10(5):323-327.
  • Ulrich F, Helms NH, Frandsen UP, Rafn AV. Learning effectiveness of 360° video: experiences from a controlled experiment in healthcare education. Interact. Learn. Environ. 2019:1-14.
  • Kumar YP, Kumar Y. Development Of E-Module for Physiotherapy Ethics for Final Year Students of Bachelor of Physiotherapy: A Pilot study. NJIRM. 2013;4(5).
  • Silva CC, Toledo SL, Silveira PS, Carvalho CR. Evaluation of a multimedia online tool for teaching bronchial hygiene to physical therapy students. Braz. J. Phys. Ther. 2012;16(1):68-73.
  • Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med. Educ. 2018;18:1-12.
  • Abdull Mutalib AA, Md. Akim A, Jaafar MH. A systematic review of health sciences students’ online learning during the COVID-19 pandemic. BMC Med. Educ. 2022;22(1):524.
  • Naciri A, Radid M, Kharbach A, Chemsi G. E-learning in health professions education during the COVID-19 pandemic: a systematic review. J. Educ. evaluation health Prof. 2021;18:27.
There are 44 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Sistematik Derleme
Authors

Mustafa Ertuğrul Yaşa 0000-0002-7796-2588

Tuba Maden 0000-0001-8713-0825

Özge Özkutlu 0000-0002-0979-7613

Necmiye Ün Yıldırım 0000-0002-5527-4290

Kezban Bayramlar 0000-0001-6912-4405

Yavuz Yakut 0000-0001-9363-0869

Publication Date August 27, 2024
Published in Issue Year 2024 Volume: 35 Issue: 2

Cite

APA Yaşa, M. E., Maden, T., Özkutlu, Ö., Ün Yıldırım, N., et al. (2024). DISTANCE EDUCATION IN UNDERGRADUATE PHYSIOTHERAPY PROGRAMS: A SYSTEMATIC REVIEW. Türk Fizyoterapi Ve Rehabilitasyon Dergisi, 35(2), 246-255. https://doi.org/10.21653/tjpr.1068434
AMA Yaşa ME, Maden T, Özkutlu Ö, Ün Yıldırım N, Bayramlar K, Yakut Y. DISTANCE EDUCATION IN UNDERGRADUATE PHYSIOTHERAPY PROGRAMS: A SYSTEMATIC REVIEW. Turk J Physiother Rehabil. August 2024;35(2):246-255. doi:10.21653/tjpr.1068434
Chicago Yaşa, Mustafa Ertuğrul, Tuba Maden, Özge Özkutlu, Necmiye Ün Yıldırım, Kezban Bayramlar, and Yavuz Yakut. “DISTANCE EDUCATION IN UNDERGRADUATE PHYSIOTHERAPY PROGRAMS: A SYSTEMATIC REVIEW”. Türk Fizyoterapi Ve Rehabilitasyon Dergisi 35, no. 2 (August 2024): 246-55. https://doi.org/10.21653/tjpr.1068434.
EndNote Yaşa ME, Maden T, Özkutlu Ö, Ün Yıldırım N, Bayramlar K, Yakut Y (August 1, 2024) DISTANCE EDUCATION IN UNDERGRADUATE PHYSIOTHERAPY PROGRAMS: A SYSTEMATIC REVIEW. Türk Fizyoterapi ve Rehabilitasyon Dergisi 35 2 246–255.
IEEE M. E. Yaşa, T. Maden, Ö. Özkutlu, N. Ün Yıldırım, K. Bayramlar, and Y. Yakut, “DISTANCE EDUCATION IN UNDERGRADUATE PHYSIOTHERAPY PROGRAMS: A SYSTEMATIC REVIEW”, Turk J Physiother Rehabil, vol. 35, no. 2, pp. 246–255, 2024, doi: 10.21653/tjpr.1068434.
ISNAD Yaşa, Mustafa Ertuğrul et al. “DISTANCE EDUCATION IN UNDERGRADUATE PHYSIOTHERAPY PROGRAMS: A SYSTEMATIC REVIEW”. Türk Fizyoterapi ve Rehabilitasyon Dergisi 35/2 (August 2024), 246-255. https://doi.org/10.21653/tjpr.1068434.
JAMA Yaşa ME, Maden T, Özkutlu Ö, Ün Yıldırım N, Bayramlar K, Yakut Y. DISTANCE EDUCATION IN UNDERGRADUATE PHYSIOTHERAPY PROGRAMS: A SYSTEMATIC REVIEW. Turk J Physiother Rehabil. 2024;35:246–255.
MLA Yaşa, Mustafa Ertuğrul et al. “DISTANCE EDUCATION IN UNDERGRADUATE PHYSIOTHERAPY PROGRAMS: A SYSTEMATIC REVIEW”. Türk Fizyoterapi Ve Rehabilitasyon Dergisi, vol. 35, no. 2, 2024, pp. 246-55, doi:10.21653/tjpr.1068434.
Vancouver Yaşa ME, Maden T, Özkutlu Ö, Ün Yıldırım N, Bayramlar K, Yakut Y. DISTANCE EDUCATION IN UNDERGRADUATE PHYSIOTHERAPY PROGRAMS: A SYSTEMATIC REVIEW. Turk J Physiother Rehabil. 2024;35(2):246-55.