Digital learning has the ability to transform training in physical therapy and there is increasing evidence to support its use. But what do RCTs tell us?
It seems counterintuitive, doesn't it, physiotherapy is a practical and practical profession. So how can this be taught using digital or distance learning methods? Well, there is evidence to support and disprove this argument. A systematic review by Rowe et al. suggests that this is an effective approach, while Evans et al. disagree.
Test digital learning for free
While these two studies examined medical professionals unspecifically, a systematic review article published in BMC Medical Education does so. It compares the results of physiotherapy students with classical / traditional approaches to digital learning methods.
Let us examine this review more closely and discuss the results and implications of the results.
Methods
The systematic review followed the guidelines of PRISMA and was pre-registered on PROSPERO, both characteristics of methodically sound systematic reviews.
Eight databases were searched for RCTs that examined digital learning designs in physiotherapy training. If no RCTs were found, interrupted times and controlled studies were included.
Articles would only be included if baselines and post-education measures were included. The studies had to be written in English or a Scandinavian language. Examples of search terms used are:
"Supported teaching / education", "Distance learning, technology / webcasts / information, technology / multimedia / computers, user training / World Wide Web, applications / computer simulation", "Blended", "E-learning" & # 39 ;, & # 39; m-learning & # 39 ;, & # 39; web-based & # 39 ;, & # 39; virtual & # 39 ;, & # 39; streaming & # 39 ;, & # 39; interactive & # 39 ;, & # 39; hybrid & # 39 ;, & # 39; gaming & # 39 ;, & # 39; massive open online course & # 39 ;, & # 39; flipped & # 39; and & # 39; simulation & # 39;.
The complete search strategy including all Boolean operators and bespoke searches for each database is completely available.
Three reviewers independently reviewed the titles and abstracts and the full text review, with differences of opinion resolved by consensus. The risk of bias was assessed with the Cochrone RoB tool.
To be included in the review article, the following had to be found:
Investigation of a population of physiotherapy students in a training program
Evaluation of the learning outcomes of a digital learning design
Compare the results with traditional classroom learning
Report students' final grades or grades
Studies were excluded if they comprised fewer than half of physiotherapy students, were aimed at training physiotherapists for professional life, or if digital learning was not part of an explicit learning strategy.
The types of digital learning found in the articles are summarized below.
Results – Digital learning is the future
A total of 22 studies with 2186 participants were included in the review. 17 of these studies comprised Bachelor programs, an MSc level and a single DPT program.
There were articles from several countries, including Australia (n = 5), Spain (N = 5), Brazil (N = 3), Denmark (N = 1) and the USA (N = 8). 17 were RCTs and 5 were cohort studies.
10 studies could be included in a meta-analysis and 12 were summarized narrative. All information is available in full in the free full text.
Brief summary of digital learning in physiotherapy training
Digital learning is likely to be more effective than face-to-face teaching for the acquisition of knowledge and skills, but not all forms are equally effective
Flipped classroom models are probably the most effective form of digital learning with significantly improved learning outcomes
Multiple choice questions are a quick and easy effective learning tool, but they are often not validated, which limits their evaluation as a teaching aid
Blended learning designs promote more independent learning
More evidence is needed to understand the teachers' experiences .
Digital learning facilitates authentic learning, situated learning and context-aware learning due to its possibilities, accessibility and portability
The results of this systematic review show that digital learning is likely to be more effective for both knowledge and skill acquisition than classroom teaching for physical therapy training. The most common and effective form of digital learning is probably the flipped classroom. However, there are challenges with the interpretation, as there is no uniform definition of what flipped classroom is.
One of the strengths of digital learning is the emphasis on self-directed learning and the ability of students to create their own content. This not only leads to better information storage, but also to more satisfaction and motivation. We see this in clinical practice with the advent of project based internships as part of the move to regain lost clinical hours due to the pandemic. We see that at Physiopedia with the Content Development Projects.
Interactive websites and apps also proved to be an effective method for teaching physiotherapy students, which was supported by the results of the meta-analysis. This is likely because students are taking control of their own learning and adjusting it when they learn best. We see this in the feedback we receive from Physioplus users.
In summary, this systematic review shows significant effects on the learning of the students in favor of the interventions with flipped classrooms, interactive websites / apps and self-produced videos of the students . The caveat, however, is that larger controlled studies are required to fully understand the nuances that lead to improved learning outcomes.
Physioplus: The new gold standard of digital learning for physiotherapists 
Physioplus uses the knowledge of digital learning to create the gold standard learning platform for physiotherapists. We strive to meet your needs through blended and remote learning strategies. Try now for FREE.
Learn more about Physioplus
