The primary aim was to explore the experiences and attitudes of teaching academics towards the use of TEL in teaching physical examination skills to entry-to-practice students. A secondary objective was to identify pedagogical approaches that effectively integrate digital health technologies into curriculum, thereby providing insights into broader applications in physiotherapy and broader allied health education.
The study employed a qualitative research design using a focus group method to elicit detailed insights from health professions faculty members involved in the direct teaching or subject coordination of physical examination skills. Two 1-hour focus groups were conducted, each comprising five and six participants respectively from the Faculty of Medicine, Dentistry and Health Sciences at the University of Melbourne, Australia. Participants provided insights into their current physical examination and TEL practices, attitudes, barriers and facilitators, and potential strategies for future integration of technology. Data analysis employed thematic content analysis utilising an inductive approach underpinned by questions of interest based on prior relevant literature.
N=11 participants representing the disciplines of: physiotherapy (n=5), nursing, audiology, optometry, dentistry, and medical education took part. Themes identified included: 1) Selective integration of technology in teaching physical examination skills; 2) Desire to incorporate more technology in teaching; 3) Challenges related to resources, training and perceived value of technology over more traditional approaches; 4) Benefits of technology to student engagement and learning mastery; and 5) Optimism for future technology implementation.
This study underscores the potential of TEL in enhancing the teaching and learning of physical examination skills in physiotherapy education. Participants expressed optimism about the benefits of TEL approaches, albeit with recognition of the need for appropriate resourcing and professional development for educators to support its uptake. Future research is warranted that focuses on developing comprehensive training guidance, resources, and programs for educators, as well as the creation of adaptable TEL frameworks that cater to diverse learning environments.
By integrating TEL into physiotherapy teaching practices, universities can foster a more interactive and technologically adept learning environment in the increasingly digital age. Technological advancements hold the promise of improved student engagement, and technology-competency; ultimately contributing to learning outcomes and broader healthcare outcomes. Findings have positive connotations for curriculum design, potentially acting as a catalyst for future work into TEL approaches worldwide.
physical examination skills
physiotherapy education
