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Impact of an Online Program in Ethics in Physiotherapy

NCT05984225 · Status: COMPLETED · Phase: NA · Type: INTERVENTIONAL · Enrollment: 126

Last updated 2023-08-14

No results posted yet for this study

Summary

Given the continuing ethical problems faced by physiotherapists, improving their students' ethical competence is relevant. The development of ethical decision-making skills is particularly important for students preparing to enter professional health careers like physiotherapy. According to the Bologna process, the education of physiotherapists includes the cultivation of relevant generic/transversal competencies, including ethical competence. To achieve this, diverse teaching, learning, assessment, and feedback strategies are necessary and helpful in facilitating the acquisition of these competencies.

The physiotherapist needs to carry out ethics efficiently through ethical reasoning and critical thinking to develop ethical decision-making abilities. Active learning methods allow us to get students to follow the highest ethical standards and successfully manage ethical situations in the workplace. Despite some studies showing physiotherapists have a deficit in clinical practice ethics.

However, there is a lack of research focusing on online learning (OL) physiotherapy ethics education, and studies of review on mixed health professionals many times do not include physiotherapy studies.

Considering this, the primary objective of this study is to assess the effectiveness of an OL program in developing ethical competence in physiotherapy students. Specifically, the study aims to evaluate the impact of the program on generic competences, knowledge acquisition, ethical sensitivity, engagement, and instructional design within the OL environment.

Conditions

  • Ethics, Narrative

Interventions

OTHER

Online learning

The students performed a 10-week Online Learning (OL) program based on Professional Ethics. The program included: 1. Synchronous learning (1 session/week, 1 hour each). 2. Asynchronous learning: i) OL classes were recorded; ii) Moodle platform: for read breaking news, upload tasks or solve any doubt they may have through discussion forums; iii) An OL specific syllabus that consisted of five themes from the ethics knowledge; iv) An OL glossary, including the concept, explanation of the concept, and source; v) Bullet-point videos highlighting the most important issues of each theme; vi) Podcasts about Professional Ethics, Ethics in physiotherapy; vii) Links to websites; viii) Gamification using mobile Apps regarding ethical decision-making, healthcare, and Ethics or Professional Ethics, as well as an OL crossword; ix) OL activities were created and personalized comments about the activities were reported by the teachers to give feedback to the students.

Sponsors & Collaborators

  • University of Valencia

    lead OTHER

Principal Investigators

  • David Hernández-Guillén, PT, PhD · University of Valencia

Study Design

Allocation
NA
Purpose
OTHER
Masking
NONE
Model
SINGLE_GROUP

Eligibility

Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2021-01-01
Primary Completion
2021-04-30
Completion
2021-12-31

Countries

  • Spain

Study Locations

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT05984225 on ClinicalTrials.gov