Academic Development of Physiotherapy and Rehabilitation Students in Post-Earthquake Hybrid Education

Yıl 2024, , 237 - 246, 31.05.2024

Alper Perçin , Berkay Eren Pehlivanoğlu , Ramazan Cihad Yılmaz

https://doi.org/10.54600/igdirsosbilder.1438715

Öz

The earthquake that occurred in the Pazarcik district of Kahramanmaras on 6 February (2023) deeply affected everyone and caused a great loss of life. In accordance with the decisions taken throughout the country after the great disaster, part of the university education was transferred to the hybrid education system. It was aimed to evaluate the effects of hybrid education on physiotherapy and rehabilitation students from the students' perspective. A total of 156 students were included from the Departmant of Physiotherapy and Rehabilitation in this study. The questions were answered using with the Google Forms and the percentages of the answers were calculated. In this process, 14% of the students participating in the study attended a foreign language course, 22% made an observation for internship, 36% attended professional development courses, 60% researched postgraduate programmes, 62% attended online bachelor courses, 85% voluntarily attended face-to-face bachelor courses, 80% were concerned about the distance education process, 49% were trying to determine their field of physiotherapy, 67% of them had a positive change of opinion about the profession of physiotherapist, 57% of them could contact their academics, 20% of them participated in online symposium and congress, 44% of them did regular exercises and 63% of them experienced musculoskeletal pain during part of online courses in hybrid education. The results showed that even if the students who received hybrid education encountered negative situations, such as concerns about the educational process, the educational process had a positive effect on the students.

Anahtar Kelimeler

Distance Learning, Earthquake, Health Education, Health Occupations Students.

Deprem Sonrası Hı̇brı̇t Eğı̇tı̇mde Fı̇zyoterapı̇ ve Rehabı̇lı̇tasyon Öğrencı̇lerı̇nı̇n Akademı̇k Gelı̇şı̇mı̇

Öz

Kahramanmaraş'ın Pazarcık ilçesinde 6 Şubat (2023) tarihinde meydana gelen deprem herkesi derinden etkilemiş ve büyük can kaybına neden olmuştur. Yaşanan büyük felaketin ardından ülke genelinde alınan kararlar doğrultusunda üniversite eğitiminin bir kısmı hibrit eğitim sistemine aktarılmıştır. Hibrit eğitimin fizyoterapi ve rehabilitasyon öğrencileri üzerindeki etkilerinin öğrencilerin bakış açısıyla değerlendirilmesi amaçlanmıştır. Bu çalışmaya Fizyoterapi ve Rehabilitasyon Bölümü'nden toplam 156 öğrenci dahil edildi. Sorular Google Formlar kullanılarak cevaplandı ve cevapların yüzdeleri hesaplandı. Sonuçlar Bu süreçte araştırmaya katılan öğrencilerin %14'ü yabancı dil kursuna katılmış, %22'si staj için gözlem yapmış, %36'sı mesleki gelişim kurslarına katılmış, %60'ı lisansüstü programları araştırmış, %62'si çevrimiçi lisans derslerine katılmış, %85'i yüz yüze lisans derslerine gönüllü olarak katılmış, %80'i uzaktan eğitim süreci ile ilgili endişe duymuştur, 49'u fizyoterapi alanını belirlemeye çalışmakta, %67'si fizyoterapistlik mesleği hakkında olumlu fikir değişikliğine sahip olmakta, %57'si akademisyenleri ile iletişime geçebilmekte, %20'si online sempozyum ve kongreye katılmakta, %44'ü düzenli egzersiz yapmakta ve %63'ü hibrit eğitimde online derslerin bir bölümünde kas-iskelet ağrısı yaşamaktadır. Sonuçlar, hibrit eğitim alan öğrencilerin eğitim sürecine ilişkin kaygılar gibi olumsuz durumlarla karşılaşsalar bile, eğitim sürecinin öğrenciler üzerinde olumlu bir etkisi olduğunu göstermiştir.

Anahtar Kelimeler

Uzaktan Eğitim, Deprem, Sağlık Eğitimi, Sağlık Meslekleri Öğrencileri.

Kaynakça

• Alexander, J., McLachlan, S., Barcellona, M., & Sackley, C. (2019). Technology-enhanced learning in physiotherapy education: Student satisfaction and knowledge acquisition of entry-level students in the United Kingdom. Research in Learning Technology, 27. https://doi.org/10.25304/rlt.v27.2073
• Bączek, M., Zagańczyk-Bączek, M., Szpringer, M., Jaroszyński, A., & Wożakowska-Kapłon, B. (2021). Students' perception of online learning during the COVID-19 pandemic: A survey study of Polish medical students. Medicine (Baltimore), 100(7):e24821. doi:10.1097/MD.0000000000024821
• Bampton, J., Tang, C., McKay, M.J., Paul, S.S., Allen, N.E., Darwell, C., Frawley, J., Dennis, S. (2022). Teaching physiotherapy during the ınitial stages of the covıd-19 pandemic: What did we learn? In Education Sciences, 12(4): 414. https://doi.org/10.3390/educsci12060414
• Bezgin, S., Uzun, A.K., Elbasan, B. Hibrit eğitim modelinde eğitim ve öğretime devam fizyoterapi ve rehabilitasyon bölümü öğrencilerinde öğrenme sürecini etkileyen faktörlerin öğrenci bakış açısı ile değerlendirilmesi. Anatolian Clin. 2023;28(3):337-46. https://doi.org/10.21673/anadoluklin.1120964
• Boucher, B., Robertson, E., Wainner, R., Sanders, B. (2013). “Flipping” Texas State University’s physical therapist musculoskeletal curriculum: Implementation of a hybrid learning model. Journal of Physical Therapy Education, 27(3), 72-77. http://dx.doi.org/10.1097/00001416-201307000-00010
• Camargo, C. P., Tempski, P. Z., Busnardo, F. F., Martins, M. A., & Gemperli, R. (2020). Online learning and COVID-19: a meta-synthesis analysis. Clinics, 75, e2286. https://doi.org/10.6061/clinics/2020/e2286
• Dal Zilio, L., Ampuero, J.P. (2023). Earthquake doublet in Turkey and Syria. Communications Earth & Environment, 4(1), 71. Doi: 10.1038/s43247-023-00747-z.
• Dario, A., Simic, M. (2021). Innovative physiotherapy clinical education in response to the COVID-19 pandemic with a clinical research placement model. J Physiother, 67(4):235-237. doi:10.1016/j.jphys.2021.08.008
• Elemam, R., Elsewify, T., Eid, B. (2023). Effect of post-COVID face-to-face learning mode on endodontic students’ satisfaction and exam performance compared to hybrid learning mode during the pandemic; a single-centre retrospective study. http://dx.doi.org/10.21203/rs.3.rs-2820112/v1
• Elhaty, I. A., & Elhadary, T. (2023). Online education in Turkish universities after the earthquake: the pros and cons. Journal of Survey in Fisheries Sciences, 10(4), 330-340.
• Erliza, S., & Septianingsih, P. A. (2022). ‘Undergraduate Students’ perception of hybrid learning: voices from english language education students in pandemic era. Journal of English Language Teaching and Linguistics, 7(1), 231-243. DOI: 10.21462/jeltl.v7i1.782
• Etoom, M., Aldaher, K.N., Abdelhaq, A.A., Alawneh, A., Alghwiri, A.A. (2023). Distance learning in physiotherapy education during the COVID-19 pandemic: students' satisfaction, perceived quality, and potential predictors of satisfaction. Physiother Theory Pract, 39(7):1513-1518. doi:10.1080/09593985.2022.2042438
• Evans, C., Yeung, E., Markoulakis, R., Guilcher, S. (2014). An online community of practice to support evidence-based physiotherapy practice in manual therapy. J Contin Educ Health Prof, 34(4):215-223. doi:10.1002/chp.21253
• Gagnon, K., Young, B., Bachman, T., Longbottom, T., Severin, R., Walker, M.J. (2020). Doctor of physical therapy education in a hybrid learning environment: reimagining the possibilities and navigating a "New Normal". Phys Ther, 100(8):1268-1277. doi:10.1093/ptj/pzaa096
• Kazu, I. Y., & Yalçin, C. K. (2022). Investigation of the Effectiveness of Hybrid Learning on Academic Achievement: A Meta-Analysis Study. International Journal of Progressive Education, 18(1), 249-265. https://doi.org/10.29329/ijpe.2022.426.14
• Li, Q., Li, Z., & Han, J. (2021). A hybrid learning pedagogy for surmounting the challenges of the COVID-19 pandemic in the performing arts education. Education and Information Technologies, 26(6), 7635-7655. doi:10.1007/s10639-021-10612-1
• Lorenzo-Lledó, A., Lledó, A., Gilabert-Cerdá, A., & Lorenzo, G. (2021). The pedagogical model of hybrid teaching: Difficulties of university students in the context of COVID-19. European Journal of Investigation in Health, Psychology and Education, 11(4), 1320-1332. doi:10.3390/ejihpe11040096
• Ødegaard, N. B., Myrhaug, H. T., Dahl-Michelsen, T., & Røe, Y. (2021). Digital learning designs in physiotherapy education: a systematic review and meta-analysis. BMC Medical Education, 21, 1-18. doi:10.1186/s12909-020-02483-w
• Ozdamli, F., & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues, 8(2), 98-105. https://doi.org/10.18844/wjet.v8i2.640
• Özer, M. (2023). Education Policy Actions by the Ministry of National Education after the Earthquake Disaster on February 6, 2023 in Türkiye. Bartin University Journal of Faculty of Education, 12(2). https://doi.org/10.14686/buefad.1261101
• Phadke, S.D., Hakim, S.K., Tilak, P. (2021). Moving to online: The transition seen in physiotherapy education during Covid 19 pandemic. Turkish Journal of Physiotherapy and Rehabilitation, 32(3), 6683-6687.
• Raes, A., Vanneste, P., Pieters, M., Windey, I., Van Den Noortgate, W., & Depaepe, F. (2020). Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes. Computers & Education, 143, 103682. http://dx.doi.org/10.1016/j.compedu.2019.103682
• Rossettini, G., Geri, T., Turolla, A., Viceconti, A., Scumà, C., Mirandola, M., ... & Palese, A. (2021). Online teaching in physiotherapy education during COVID-19 pandemic in Italy: a retrospective case-control study on students’ satisfaction and performance. BMC Medical Education, 21(1), 1-7. doi:10.1186/s12909-021-02896-1
• Salameh, M. A., Boyajian, S. D., Odeh, H. N., Amaireh, E. A., Funjan, K. I., & Al-Shatanawi, T. N. (2022). Increased incidence of musculoskeletal pain in medical students during distance learning necessitated by the COVID-19 pandemic. Clinical anatomy (New York, N.Y.), 35(4), 529-536. https://doi.org/10.1002/ca.23851
• Singh, H. K., Joshi, A., Malepati, R. N., Najeeb, S., Balakrishna, P., Pannerselvam, N. K., ... & Ganne, P. (2021). A survey of E-learning methods in nursing and medical education during COVID-19 pandemic in India. Nurse education today, 99, 104796. doi:10.1016/j.nedt.2021.104796
• Savkın, R., Bayrak, G., & Buker, N. (2021). Distance learning in the COVID-19 pandemic: acceptance and attitudes of physical therapy and rehabilitation students in Turkey. Rural and remote health, 21(4), 1-8. doi:10.22605/RRH6366
• Van der Rijst, R., Guo, P., & Admiraal, W. (2023). Student engagement in hybrid approaches to teaching in higher education. Revista de Investigación Educativa, 41(2), 315-336. 10.6018/rie.562521.
• Wut, T. M., Xu, J., Lee, S. W., & Lee, D. (2022). University student readiness and its effect on intention to participate in the flipped classroom setting of hybrid learning. Education Sciences, 12(7), 442. https://doi.org/10.3390/educsci12070442
• Yılmaz, N. A. (2020). Yükseköğretim Kurumlarında COVID-19 Pandemisi Sürecinde Uygulanan Uzaktan Eğitim Durumu Hakkında Öğrencilerin Tutumlarının Araştırılması: Fizyoterapi ve Rehabilitasyon Bölümü Örneği. Necmettin Erbakan Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 3(1), 15-20.