Dataset Information

Use of audience response systems (ARS) in physiotherapists' training: a qualitative study.

ABSTRACT:

Objective

To explore the experience of using audience response systems (ARS) in postgraduate physiotherapy training.

Design

Qualitative interview study following the 'reflexive thematic analysis' by Braun and Clarke.

Setting

Higher education university.

Participants

Ten Italian students (60% men, N=6; 40% women, N=4) agreed to partake in the interviews.

Results

We generated four themes. Specifically, the ARS were perceived: (1) as a 'Shared Compass' (theme 1) between the student and the lecturers to monitor and modify the ongoing students' learning journey; (2) useful to 'Come Out of Your Shell' (theme 2) as they help students to overcome shyness and build a team with peers; (3) as 'A Square Peg in a Round Hole' (theme 3) as they should not be used in situations that do not suit them; (4) as 'Not Everyone's Cup of Tea' (theme 4) as mixed opinions among ARS' utilities were found under some circumstances (eg, memorisation process and clinical reasoning).

Conclusion

Physiotherapy lecturers must use ARS critically, respecting when (eg, not at the end of the lesson) and how to propose them, keeping in mind that some skills (eg, practical ones) might not benefit from their use. Moreover, they need to consider that the ARS are not a tool for everyone, so ARS must be integrated into a multimodal teaching paradigm.

SUBMITTER: Bertoni G

PROVIDER: S-EPMC10445375 | biostudies-literature | 2023 Aug

REPOSITORIES: biostudies-literature

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Publications

Use of audience response systems (ARS) in physiotherapists' training: a qualitative study.

Bertoni Gianluca G Marchesini Evelin E Zanchettin Francesca Elena FE Crestini Michele M Testa Marco M Battista Simone S

BMJ open 20230822 8

<h4>Objective</h4>To explore the experience of using audience response systems (ARS) in postgraduate physiotherapy training.<h4>Design</h4>Qualitative interview study following the 'reflexive thematic analysis' by Braun and Clarke.<h4>Setting</h4>Higher education university.<h4>Participants</h4>Ten Italian students (60% men, N=6; 40% women, N=4) agreed to partake in the interviews.<h4>Results</h4>We generated four themes. Specifically, the ARS were perceived: (1) as a 'Shared Compass' (theme 1) ...[more]

PMID: 37607795

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Project description:IntroductionAudience response systems (ARS) are increasingly popular; however, their contribution to education is not completely clear. Our study found that scores from review quizzes delivered by an ARS correlate with in-training exam (ITE) scores and are viewed positively by residents. This information may be useful in identifying poor performers early so that targeted educational interventions can be made. The objective was to determine if scores on review quizzes delivered by an ARS correlate with ITE scores and to obtain participant feedback on use of the ARS for ITE preparation.MethodsThis was a prospective observational study of emergency medicine (EM) residents at six accredited EM residency programs. Subjects included residents who had taken previous ITEs. Subjects participated in bimonthly review sessions using an ARS. Twelve review quizzes were administered, each consisting of 10 multiple-choice questions. After the ITE, subjects completed an attitudinal survey consisting of six Likert-scale items and one "yes/no" item. We used a mixed linear model to analyze the data, accounting for prior 2012 ITE scores and nesting due to institution.ResultsAmong 192 participants, 135 (70.3%) completed the ITE in both 2012 and 2013; we analyzed their data for the first objective. Results from the mixed linear model indicate that the total mean score on the review quizzes was a significant [t(127) = 6.68; p < 0.001] predictor of the 2013 ITE after controlling for the 2012 ITE score. One hundred forty-six (76.0%) participants completed the attitudinal survey; 96% of respondents stated that they would like ARS to be used more often in resident education. Respondents felt the sessions aided in learning (mean 7.7/10), assisted in preparation for the ITE (mean 6.7/10), and helped identify content areas of weakness (mean 7.6/10).ConclusionOur results suggest that scores from review quizzes delivered by an audience response system correlate with in-training exam scores and is viewed positively by residents.

Project description:BackgroundThe widespread availability and cost-effectiveness of new-wave software-based audience response systems (ARSs) have expanded the possibilities of collecting health data from hard-to-reach populations, including youth. However, with all survey methods, biases in the data may exist because of participant nonresponse.ObjectiveThe aims of this study were to (1) examine the extent to which an ARS could be used to gather health information from youths within a large-group school setting and (2) examine individual- and survey-level response biases stemming from this Web-based data collection method.MethodsWe used an ARS to deliver a mental health survey to 3418 youths in 4 high schools in the Midwestern United States. The survey contained demographic questions, depression, anxiety, and suicidality screeners, and questions about their use of offline resources (eg, parents, peers, and counselors) and Web-based resources (ie, telemental health technologies) when they faced stressful life situations. We then examined the response rates for each survey item, focusing on the individual- and survey-level characteristics that related to nonresponse.ResultsOverall, 25.39% (868/3418) of youths answered all 38 survey questions; however, missingness analyses showed that there were some survey structure factors that led to higher rates of nonresponse (eg, questions at the end of survey, sensitive questions, and questions for which precise answers were difficult to provide). There were also some personal characteristics that were associated with nonresponse (eg, not identifying as either male or female, nonwhite ethnicity, and higher levels of depression). Specifically, a multivariate model showed that male students and students who reported their gender as other had significantly higher numbers of missed items compared with female students (B=.30 and B=.47, respectively, P<.001). Similarly, nonwhite race (B=.39, P<.001) and higher depression scores (B=.39, P<.001) were positively related to the number of missing survey responses.ConclusionsAlthough our methodology-focused study showed that it is possible to gather sensitive mental health data from youths in large groups using ARSs, we also suggest that these nonresponse patterns need to be considered and controlled for when using ARSs for gathering population health data.

Project description:ObjectivesThe objective of this study was to explore barriers and facilitators to the use of clinical practice guidelines (CPGs) in osteoarthritis (OA) care among German physiotherapists.DesignQualitative semistructured interviews were conducted with German physiotherapists. An interview topic guide based on the Theoretical Domains Framework (TDF) was developed to explore perceived barriers and facilitators to the use of CPGs in OA care. Interviews were audio-recorded and transcribed verbatim. In a first step, the data were coded inductively using thematic analysis. Subsequently, the emerged themes were deductively reassigned to the relevant domains of the TDF and categorised as barriers and facilitators.SettingOutpatient physiotherapy practices in Germany.ParticipantsPhysiotherapists working in an outpatient setting in Germany and involved in the management of patients with hip and knee OA were eligible to participate.ResultsEleven physiotherapists (7 women, 4 men) were interviewed between February and September 2023. The mean age was 34.2 years (± 9.9, range 23-57). Most factors influencing guideline-recommended care were identified in the TDF domains 'knowledge', 'beliefs about consequences', 'environmental context and resources' and 'social influences'. For example, physiotherapists perceived low awareness of existing CPGs, loss of individuality in treatment, time constraints and dissonant patient expectations as barriers to the use of CPGs. Discussion of guideline recommendations within the team and the expectation of improved patient outcomes and resource savings were reported as facilitators.ConclusionsMultiple factors were identified that were perceived to influence clinical practice in Germany. The results of this study can inform the development of theory-based interventions aimed at changing physiotherapists' behaviour to support them in providing optimal OA care.Trial registrationGerman Clinical Trials Register (DRKS00030800). Registered 12 December 2022.

Project description:BackgroundWearable powered exoskeletons are a new and emerging technology developed to provide sensory-guided motorized lower limb assistance enabling intensive task specific locomotor training utilizing typical lower limb movement patterns for persons with gait impairments. To ensure that devices meet end-user needs it is important to understand and incorporate end-users perspectives, however research in this area is extremely limited in the post-stroke population. The purpose of this study was to explore in-depth, end-users perspectives, persons with stroke and physiotherapists, following a single-use session with a H2 exoskeleton.MethodsWe used a qualitative interpretive description approach utilizing semi-structured face to face interviews, with persons post-stroke and physiotherapists, following a 1.5 h session with a H2 exoskeleton.ResultsFive persons post-stroke and 6 physiotherapists volunteered to participate in the study. Both participant groups provided insightful comments on their experience with the exoskeleton. Four themes were developed from the persons with stroke participant data: (1) Adopting technology; (2) Device concerns; (3) Developing walking ability; and, (4) Integrating exoskeleton use. Five themes were developed from the physiotherapist participant data: (1) Developer-user collaboration; (2) Device specific concerns; (3) Device programming; (4) Patient characteristics requiring consideration; and, (5) Indications for use.ConclusionsThis study provides an interpretive understanding of end-users perspectives, persons with stroke and neurological physiotherapists, following a single-use experience with a H2 exoskeleton. The findings from both stakeholder groups overlap such that four over-arching concepts were identified including: (i) Stakeholder participation; (ii) Augmentation vs. autonomous robot; (iii) Exoskeleton usability; and (iv) Device specific concerns. The end users provided valuable perspectives on the use and design of the H2 exoskeleton, identifying needs specific to post-stroke gait rehabilitation, the need for a robust evidence base, whilst also highlighting that there is significant interest in this technology throughout the continuum of stroke rehabilitation.

Project description:BackgroundMedical education is continually evolving particularly through the modern implementation of educational technology. Enhancing interactive learning in the classroom or lecture settings is one of the growing uses of educational technology. The role and potential benefits of such technology may not be as evident in developing educational systems like the one in Iraq. The purpose of this study was to examine the effect and perception of the use of an audience response system (ARS) on interactive medical education in Iraq. A mixed quantitative and qualitative research methodology approach was used to study the effects and users' perceptions (both student and tutor) of the ARS.MethodThe study was conducted in an Iraqi medical school in the Head and Neck course during the spring semester for third-year medical students. The course involved fifteen one-hour lectures over fifteen weeks. Users' perceptions were evaluated by survey and focus group discussions (FGD). Descriptive statistics were used for quantitative measures and thematic analysis for the qualitative data. An ARS system was installed and integrated into the course lectures throughout the course period of three months to enhance interactive learning. Three to five interactive questions were used in each lecture. Anonymous participation and answers were maintained. The appropriate discussion was initiated when pertinent depending on students' answers.ResultMost students (77% of survey, 85% of FGD) perceived the use of ARS as impactful on their learning. They found the ARS engaging (70%), motivating (76%), promoting interactions (73%), and augment learning through better understanding and remembering (81%). Through the FGD, students expressed improved focus, enhanced thinking and reflection, and joyful learning. The educator perceived the ARS use as practical, interactive, thinking-stimulator, and reflective of student's understanding. The required technology skills were reasonable; however, it demanded extra non-insignificant time to learn the use.ConclusionThe perception of the ARS in this study was overall positive, providing encouragement for wide application of this technology in medical education in the developing world. Further studies are needed to validate and prioritize ARS usage in medical education in Iraq.

Dataset Information

Use of audience response systems (ARS) in physiotherapists' training: a qualitative study.

Objective

Design

Setting

Participants

Results

Conclusion

Publications

Use of audience response systems (ARS) in physiotherapists' training: a qualitative study.

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