Real-time telerehabilitation role-playing activity: an experience of digital rehabilitation competences development in higher education

This initiative aimed to enhance digital rehabilitation competences among bachelor-level physiotherapy students, including technical and communication skills, by incorporating a real-time telerehabilitation session as part of their curriculum.

Five cohorts of final-year physiotherapy students participated in the role-playing activity. In pairs, students alternated roles between physiotherapist and patient, simulating real-time telerehabilitation sessions. Sessions were conducted using a digital platform, replicating the challenges of remote assessment and treatment delivery. Students were provided with case scenarios to guide their sessions and were assessed based on their ability to deliver effective rehabilitation strategies, communicate clearly, and adapt to the telehealth format. Post-activity surveys were administered to evaluate students' satisfaction, confidence and perceived utility of the competences included in the activity.

A total of 245 students participated in the activity, with a mean of 49 students per cohort. Results of the activity showed high scores, with a mean of 9.16/10 when they acted as a physiotherapist, and a mean of 9.83/10 when they performed the role of the patient. The post-activity survey, with a Likert scale (1 – very low to 5 very high) indicated that participants were satisfied with the activity proposed (4.0), they found the activity useful (4.2) and well organized (4.0). They also indicated that they were confident with the competences achieved (3.9). Qualitative feedback also highlighted the role-playing activity as a valuable, motivating and immersive learning experience.

The inclusion of a role-playing telerehabilitation session in physiotherapy education effectively improved students' competences in digital rehabilitation. Students reported interest and motivation to integrate telerehabilitation into their future practice, with the activity serving as a practical approach to mastering essential skills.

This role-playing telerehabilitation activity demonstrates the potential for integrating digital health competences into physiotherapy curricula. Further development and expansion of such activities could better prepare students to meet the growing demand for telehealth services in clinical practice.