The aim of this review is to identify learner-centered approach in higher physiotherapy education and to illustrate its impact on changes in knowledge, development of skills and competencies in undergraduate physiotherapy students.
A systematic search of PubMed and Embase was performed until 20.09.2024 based on the following PICO – elements: P(Population): undergraduate physiotherapy students; I (Intervention): learner-centered approach to teaching and learning; C (Comparison): traditional approach to teaching and learning; O (Outcome): learning outcomes. Two authors independently conducted a study selection based on prior defined inclusion and exclusion criteria, a data extraction (e.g. effect sizes) and assessed the risk of bias in the included studies.
According to the screening criteria, 10 studies were included in the final synthesis. Following educational approaches were found and could be classified as learner-centered approach: problem-based learning (n = 1), blended learning (n = 1), flipped classroom method (n = 2), distance learning (n = 3) self-directed learning (n = 1) and guided self-study (n = 2). The results indicate that: 1. distance learning showed a statistically significant effect on learning outcomes in two out of three studies, 2. conflicting evidence exists in the flipped classroom method and the guided self-study method, 3. the problem-based learning method had a statistically significant effect on learning outcomes compared to traditional teaching methods, 4. practical learning outcomes showed statistically significant improvement when using an interactive platform, 5. video-based learning of practical skills did not differ statistically significantly presenting the technique in a classroom setting, 6. a combination of a mobile application and traditional demonstration (blended learning) was found to be significantly better than using either the app or the demonstration alone and 7. the self-directed learning method resulted in equal learning outcome than traditional instruction-based learning.
The literature outlines six types of educational approaches in higher physiotherapy education around the world that promote a learner-centered approach. The focus of a student-centered approach in higher physiotherapy education appears to be at least equivalent to, or even more effective than, a teacher-centered approach in terms of developing knowledge, skills, and competencies. The listed educational approaches have the potential to cultivate lifelong learning.
Problem-based learning, blended learning, the flipped classroom method, distance learning, self-directed learning, and guided self-study should be integrated into the physiotherapy curriculum to foster key competencies for lifelong learning.
student - centered
undergraduate physiotherapy educations
