Journal of Educational Evaluation for Health Professions

Research Articles

External and internal factors influencing self-directed online learning of physiotherapy undergraduate students in Sweden: a qualitative study: Catharina Sj?dahl Hammarlund, Maria H. Nilsson, Christina Gummesson; J Educ Eval Health Prof. 2015;12:33. Published online June 22, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.33

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Purpose
Online courses have become common in health sciences education. This learning environment can be designed using different approaches to support student learning. To further develop online environment, it is important to understand how students perceive working and learning online. The aim of this study is to identify aspects influencing students’ learning processes and their adaptation to self-directed learning online. Methods: Thirty-four physiotherapy students with a mean age of 25 years (range, 21 to 34 years) participated. Qualitative content analysis and triangulation was used when investigating the students’ self-reflections, written during a five week self-directed, problem-oriented online course. Results: Two categories emerged: ‘the influence of the structured framework’ and ‘communication and interaction with teachers and peers.’ The learning processes were influenced by external factors, e.g., a clear structure including a transparent alignment of assignments and assessment. Important challenges to over-come were primarily internal factors, e.g., low self-efficacy, difficulties to plan the work effectively and adapting to a new environment. Conclusion: The analyses reflected important perspectives targeting areas which enable further course development. The influences of external and internal factors on learning strategies and self-efficacy are important aspects to consider when designing online courses. Factors such as pedagogical design, clarity of purpose, goals, and guidelines were important as well as continuous opportunities for communication and collaboration. Further studies are needed to understand and scaffold the motivational factors among students with low self-efficacy.

Citations

Citations to this article as recorded by

Perception and attitude towards online clinical modules: a cross-sectional study among medical students from two countries
Heraa Islam, Mohsin Nazeer Muhammed, Sindhura Lakshmi, Aditi Kapoor, Afraz Jahan, Akhila Doddamani, Nagaraja Kamath, Muhammed Ehsan, Suma Nair
F1000Research.2024; 12: 776. CrossRef
Doctor of philosophy students’ academic success and the role of personal values
Richard Jaffu
Journal of Applied Research in Higher Education.2024;[Epub] CrossRef
Have we failed them? Online learning self‐efficacy of physiotherapy students during COVID‐19 pandemic
Mohammad Madi, Hayat Hamzeh, Sumayeh Abujaber, Zakariya H. Nawasreh
Physiotherapy Research International.2023;[Epub] CrossRef
Perception and attitude towards online clinical modules: a cross-sectional study among medical students from two countries
Heraa Islam, Mohsin Nazeer Muhammed, Sindhura Lakshmi, Aditi Kapoor, Afraz Jahan, Akhila Doddamani, Nagaraja Kamath, Muhammed Ehsan, Suma Nair
F1000Research.2023; 12: 776. CrossRef
‘Learning in and out of lockdown’: A comparison of two groups of undergraduate occupational therapy students' engagement in online‐only and blended education approaches during the COVID‐19 pandemic
Ted Brown, Luke Robinson, Kate Gledhill, Mong‐Lin Yu, Stephen Isbel, Craig Greber, Dave Parsons, Jamie Etherington
Australian Occupational Therapy Journal.2022; 69(3): 301. CrossRef
Investigation of the factors affecting the e-learning process in occupational therapy education during the pandemic with principal component analysis
Başar Öztürk, Remziye Akarsu, Hülya Kayıhan, Yusuf Çelik, Saynur Elif Kayhan
British Journal of Occupational Therapy.2022; 85(9): 694. CrossRef
Les liens entre les objectifs de formation, les facteurs sociodemographiques et la reussite chez des participants a un MOOC professionnalisant
Théodore Njingang Mbadjoin, Rawad Chaker
McGill Journal of Education.2022; 56(1): 149. CrossRef
Perception of online learning among health sciences' students– A mixed methods study
Komal Maheshwari, Nidhi Ladha, Meenakshi Khapre, Rupinder Deol
Journal of Education and Health Promotion.2022; 11(1): 286. CrossRef
THE APPLICABILITY OF DISTANCE EDUCATION IN HEALTHCARE TECHNICIAN EDUCATION: A CROSS-SECTIONAL STUDY
Hakan TEKEDERE, Hanife GÖKER
İnönü Üniversitesi Sağlık Hizmetleri Meslek Yüksek Okulu Dergisi.2022; 10(2): 488. CrossRef
Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC
Dongho Kim, Eulho Jung, Meehyun Yoon, Yunjeong Chang, Sanghoon Park, Dongsim Kim, Fatih Demir
Computers & Education.2021; 166: 104171. CrossRef
Undergraduate medical education amid COVID-19: a qualitative analysis of enablers and barriers to acquiring competencies in distant learning using focus groups
Anika Reinhart, Bastian Malzkorn, Carsten Döing, Ines Beyer, Jana Jünger, Hans Martin Bosse
Medical Education Online.2021;[Epub] CrossRef
Readiness towards online learning among physiotherapy undergraduates
Harikrishnan Ranganathan, Devinder Kaur Ajit Singh, Saravana Kumar, Shobha Sharma, Siew Kuan Chua, Nabilah Binti Ahmad, Kamalambal Harikrishnan
BMC Medical Education.2021;[Epub] CrossRef
E- Learning experience of the medical profession’s college students during COVID-19 pandemic in Saudi Arabia
Eidan M. Al Zahrani, Yaser A. Al Naam, Saad M. AlRabeeah, Deemah N. Aldossary, Lamiaa H. Al-Jamea, Alexander Woodman, Mohammad Shawaheen, Osama Altiti, Jenifer V. Quiambao, Zechariah J. Arulanantham, Salah H. Elsafi
BMC Medical Education.2021;[Epub] CrossRef
Enseñanza online en Fisioterapia ¿Es posible? Reflexiones en torno a la situación actual.
Roy La Touche
NeuroRehabNews.2021;[Epub] CrossRef
A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education
Krishna Regmi, Linda Jones
BMC Medical Education.2020;[Epub] CrossRef
Digital technologies in undergraduate and postgraduate education in occupational therapy and physiotherapy: a scoping review
Benita Olivier, Michele Verdonck, Daleen Caseleijn
JBI Evidence Synthesis.2020; 18(5): 863. CrossRef
Exploring Open Space: A self-directed learning approach for higher education
Tamara Van Woezik, Rob Reuzel, Jur Koksma, Sandro Serpa
Cogent Education.2019; 6(1): 1615766. CrossRef

Promoting collaboration and cultural competence for physician assistant and physical therapist students: a cross-cultural decentralized interprofessional education model: Kathleen De Oliveira, Sara North, Barbra Beck, Jane Hopp; J Educ Eval Health Prof. 2015;12:20. Published online May 27, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.20

33,810 View
211 Download
2 Web of Science
9 Crossref

Abstract PDF

Purpose
As the United States health care model progresses towards medical teams and the country’s population continues to diversify, the need for health professional education programs to develop and implement culturally specific interprofessional education (IPE) becomes increasingly imperative. A wide range of models exists for delivering and implementing IPE in health education, but none have included the cultural components that are vital in educating the health professional. Methods: A cross-cultural decentralized IPE model for physician assistant (PA) and physical therapy (PT) students was developed. This three-part IPE series was created using an established cultural curricular model and began with the exploration of self, continued with the examination of various dimensions of culture, and concluded with the exploration of the intersection between health and culture. We assessed student satisfaction of the IPE experiences and students’ engagement and attitudes towards IPE using a three-item open-ended questionnaire administered after each cross-cultural activity and the Interprofessional Education Series Survey (IESS) upon the completion of the series. Results: IESS responses showed that PA and PT students reported benefits in interprofessional collaboration and cultural awareness and expressed overall satisfaction with the series. Qualitative analysis revealed growth in student response depth consistent with the scaffolded focus of each IPE module in the series. Conclusion: The trends in this three-part series suggest that institutions looking to develop culturally inclusive IPE educational initiatives may have success through a decentralized model mirroring the effective cultural progression focused on addressing exploration of self, examination of various dimensions of culture, and exploration of the intersection between health and culture.

Citations

Citations to this article as recorded by

A Systematic Review of Global Health Assessment for Education in Healthcare Professions
Connor Sharon E., Jonkman Lauren J., Covvey Jordan R., Kahaleh Abby A., Park Sharon K., Ryan Melody, Klein-Fedyshin Michele, Golchin Negar, Veillard Regine Beliard
Annals of Global Health.2022;[Epub] CrossRef
Interprofessional education workshop on aging: student perceptions of interprofessional collaboration, aging, and cultural fluency
Carey A. Winkler, Jill A. Campbell, Kelli A. Nielsen, Renee M. Broughten, Ambria C. Crusan, Stacy M. Husebo
Journal of Interprofessional Care.2021; 35(sup1): 9. CrossRef
Using a Low-Fidelity Simulation to Enhance Cultural Awareness and Emotional Intelligence in Nursing Students
Adriana D. Glenn, Faith Claman
Nursing Education Perspectives.2020; 41(1): 63. CrossRef
A Systematic Meta‐Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes
Zairan Wang, Fenglian Feng, Shang Gao, Jiping Yang
Journal of Dental Education.2019; 83(12): 1361. CrossRef
Incorporando a Competência Cultural para Atenção à Saúde Materna em População Quilombola na Educação das Profissões da Saúde
Reginaldo Antônio de Oliveira Freitas Júnior, Carolina Araújo Damásio Santos, Lilian Lira Lisboa, Ana Karla Monteiro Santana de Oliveira Freitas, Vera Lúcia Garcia, George Dantas de Azevedo
Revista Brasileira de Educação Médica.2018; 42(2): 100. CrossRef
Attitudes of Physician Assistant Educators Toward Interprofessional Education and Collaborative Care
Laura A. Levy, Kathleen Mathieson
Journal of Physician Assistant Education.2017; 28(2): 72. CrossRef
Unmet needs in health training among nurses in rural Chinese township health centers: a cross-sectional hospital-based study
Yan Mo, Guijie Hu, Yanhua Yi, Yanping Ying, Huiqiao Huang, Zhongxian Huang, Jiafeng Lin
Journal of Educational Evaluation for Health Professions.2017; 14: 22. CrossRef
Will the year 2016 augur well for better patient safety and health of residents in Korea according to the enactment of the Act for improving the resident training environment and enhancing resident’s status?
Sun Huh
Journal of Educational Evaluation for Health Professions.2016; 13: 2. CrossRef
Direct Engagement With Communities and Interprofessional Learning to Factor Culture Into End-of-Life Health Care Delivery
Nathan A. Boucher
American Journal of Public Health.2016; 106(6): 996. CrossRef

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