A SURVEY OF SCHOOL-BASED PHYSICAL THERAPY PRACTICE DURING COVID-19 IN GREECE

D. Prasinos¹, C. Moscholouri¹, D. Theodosis-Palimeris¹

Background: Physical therapy in Greek public special schools supports students according to the law of education for students with special education needs. The COVID-19 pandemic transformed school-based delivery models, including rapid expansion of telehealth. There is no information available relating school-based physical therapy during health crisis and nationwide lockdown.

Purpose: The aim of this study was to explore physical therapy delivery practice in Greek public special schools during the COVID-19 pandemic.

Methods: An online survey was sent across to Greek school-based physical therapists through various social media platforms. Participants should be registered to the Panhellenic Physiotherapy Association. The questionnaire was anonymous and consisted of 58 questions including 8 items each covering the online physical therapy process. After two weeks, a second e-mail was sent out.  Responses were summarized using frequencies and percentages continuous variables with averages and standard deviations. Open-ended comments were analyzed using qualitative methods.

Results: Τhe questionnaire was completed by 29 (35,3%) physical therapists of the 82  who were working in special schools, with a mean age of 37 years (SD±7). Most have 0-5 years’ experience. 76% were female and 24% male. 65% of the participants worked in kindergarten and elementary schools and 35% of the therapists worked in secondary education. 90% of the therapists had no previous involvement in telehealth. Asynchronous and synchronous tools used from 58% therapists and 42% used only asynchronous tools. The most common synchronous tool was webex (53%), following by phone calls (39%) viber (32%), skype (20%) and messenger (18%). Emails were the most common asynchronous tool (85%), following by learning platforms e-class (67%) and e-me (25%). Τhe most common intervention was physical activities along with written instructions with pictures or videos. 84% of the respondents indicated the need of e-helper to facilitate service delivery. The lack of students’ technology equipment, family’s availability and students’ disability level were the most barred factors of the alternative educational models.

Conclusion(s): The involvement of school-based physical therapists in telehealth was challenging during pandemic. They used their digital skills to support their students, applying asynchronous and synchronous tools. Students’ participation in school-based virtual physical therapy service were barred by the restricted access to technology,  family factors and severity of students’ disability.

Implications: The results of this study could provide directions for physical therapists who consider to deliver  school-based related services using alternative educational models during future nationwide lockdowns, due to natural disasters or pandemics. The survey provides a platform from which further research in telehealth can be conducted.

Funding, acknowledgements: We would like to acknowledge the Panhellenic Association of Physiotherapists- Scientific Department of Paediatric Physiotherapy

Keywords: COVID-19, Telehealth, School-Based

Topic: COVID-19

Did this work require ethics approval? No

Institution: Institute of Educational Policy

Committee: Institute of Educational Policy

Reason: Ethics approval was not required since participants gave their own written permission in conducting this research