PERCEPTION, KNOWLEDGE AND ATTITUDE OF LEARNERS ABOUT THE USE OF 3D TECHNOLOGIES IN MANUAL THERAPY EDUCATION – A QUALITATIVE STUDY

K. Kovanur Sampath¹, A. Arumugam², E. Yaghi¹, E. Fairs³, P. Andersen¹

¹Waikato Institute of Technology, Centre for Health and Social Practice, Hamilton, New Zealand, ²University of Sharjah, Sharjah, United Arab Emirates, ³Ara Institute of Canterbury, Christchurch, New Zealand

Background: Manual therapy (MT) is a specific hands-on approach used by various professions such as physiotherapy, osteopathy, etc. Learners of MT are required to develop complex clinical skills such as clinical reasoning, manual/physical assessments, palpation and patient management which include skilled hands-on treatment. The process of learning clinical manual therapy skills usually incorporates the traditional ‘See one, do one, teach one’ approach. The current approach is not only ‘teacher centred’ and ‘unsustainable’, some question it may not enable learners to develop/acquire the complex clinical skills of manual therapy. 3D technologies such as virtual reality may provide a solution by providing a new way to facilitate the teaching and learning of manual therapy.

Purpose: The aim of this enquiry was to investigate the perception, knowledge and attitude of manual therapy learners about the use of 3D technologies in manual therapy education.

Methods: An exploratory qualitative research design using semi-structured interviews was used in this study. A total of 10 students (age =32 (Range19-58); 80% female) enrolled in an appropriate physiotherapy or osteopathic degree provided by a New Zealand recognized institution (e.g university or polytechnic) participated in this study. A thematic analysis was the method of choice for data analysis.

Results: Five factors influenced the participants’ perception about the role of 3D technologies in manual therapy education with participants evidently taking two distinct/polarized positions (‘no role’ (techstatic) versus a ‘complete role’ (techsavvy)). These were
(1) Sufficiency of current teaching method;
(2) Evolution as a learner (novice to expert);
(3) Need for objectivity;
(4) Tutor feedback; and
(5) Barriers and enablers.

Conclusions: Participants in this study took two distinct positions (teachstatic or techsavvy) regarding the role of 3D technologies in manual therapy education. However, technology may be used to complement (but cannot replace) the current teaching approaches used in MT.

Implications: Implications for teaching/learning: 3D technology may not replace face-to-face teaching; however, it may be used to complement current teaching practices. For learners, 3D technologies may facilitate the learning of complex manual therapy skills.
Implications for research: The advantage of including 3D technologies is an area of future research.

Funding acknowledgements: WINTEC Contestable Fund 2021.

Keywords:
3D Technology
Virtual Reality
Physiotherapy Education

Topics:
Education: methods of teaching & learning
Innovative technology: information management, big data and artificial intelligence
Education

Did this work require ethics approval? Yes

Institution: Waikato Institute of Technology

Committee: WINTEC Ethics Committee

Ethics number: WTLR32200721