Brosseau R1,2, Guérard O1, Tremblay L-P1, Bouffard M-A1, Chamberland G1, Turgeon Desroches J1, Marchand C1,2, Dyer J-O1,3
1Université de Montréal, Programme de Physiothérapie, École de Réadaptation, Montréal, Canada, 2Institut de Cardiologie de Montréal, Service de Physiothérapie, Montréal, Canada, 3Université de Montréal, Centre de Pédagogie Appliquée aux Sciences de la Santé, Montréal, Canada
Background: Thoracic ultrasound is an imaging technique that is increasingly used in medicine, especially in critical care. Its use is based on its benefits over other imaging techniques and good psychometric properties. There is also growing evidence of the relevance and beneficial impacts of its use in physiotherapy. However, thoracic ultrasound in physiotherapy (TUP) is not widely used in Canada. This could be explained by the lack of knowledge transfer between research and Canadian physiotherapists. One strategy to improve this knowledge transfer is to provide thoracic ultrasound training to students in Canadian physiotherapy programs. However, it is not clear which teaching methods are most appropriate for TUP training. Indeed, learning this imaging technique requires acquiring knowledge and developing skills to use the device as well as gaining clinical reasoning (CR) to know when to use it and how to interpret the results. On the one hand, it is possible that a theoretical course based on the presentation of examples and clinical case resolution fosters more knowledge acquisition and CR compared to a practical course based on skills practice. On the other hand, the practical course may be more conducive to learning because it is more similar to the actual clinical task, imposes less cognitive load (cognitive load theory) and is more motivating (self-determination theory) than the theoretical course.
Purpose: This study aims to compare the effects of a practical course to those of a theoretical course in TUP on conceptual knowledge, CR, cognitive load and satisfaction in physiotherapy students.
Methods: Seventy-five students of the Master of physiotherapy program (Université de Montréal) participated in the study. They first took part in a lecture (3 h) and then in an online course (2 h) on TUP. Then, they were randomly assigned to either the theoretical (1,25 h) or practical course (1,25 h). A pre-test and a post-test evaluated conceptual knowledge and CR performance. The invested mental effort (cognitive load) was measured during learning activities with a validated scale (1 = very, very low to 9 = very, very important). A questionnaire measured students' satisfaction with educational activities (4 questions, 4-level Likert scale).
Results: The ANOVA showed an effect of the learning activity group on CR performance, but not on conceptual knowledge. Students engaged in the practical course showed higher (Test-t: p = 0.027) CR performance on the post-test (mean ± standard deviation: 1, 8 ± 0.7) than students engaged in the theoretical course (1.4 ± 0.7). The mental effort invested in the practical course (5.1 ± 1.0) was lower (t-test: p 0.001) than in the theoretical course (6.3 ± 0.9). Student satisfaction was similar (p> 0.05) in both groups (practice: 13.6 ± 2.0, theoretical: 12.9 ± 1.8).
Conclusion(s): The practical course would be cognitively more effective than the theoretical course in terms of the learning processes to foster clinical reasoning.
Implications: This study contributes to advance knowledge on the best ways to foster clinical reasoning in thoracic ultrasound in physiotherapy students.
Keywords: Ultrasound, Chest physiotherapy, Clinical reasoning
Funding acknowledgements: This project was unfunded.
Purpose: This study aims to compare the effects of a practical course to those of a theoretical course in TUP on conceptual knowledge, CR, cognitive load and satisfaction in physiotherapy students.
Methods: Seventy-five students of the Master of physiotherapy program (Université de Montréal) participated in the study. They first took part in a lecture (3 h) and then in an online course (2 h) on TUP. Then, they were randomly assigned to either the theoretical (1,25 h) or practical course (1,25 h). A pre-test and a post-test evaluated conceptual knowledge and CR performance. The invested mental effort (cognitive load) was measured during learning activities with a validated scale (1 = very, very low to 9 = very, very important). A questionnaire measured students' satisfaction with educational activities (4 questions, 4-level Likert scale).
Results: The ANOVA showed an effect of the learning activity group on CR performance, but not on conceptual knowledge. Students engaged in the practical course showed higher (Test-t: p = 0.027) CR performance on the post-test (mean ± standard deviation: 1, 8 ± 0.7) than students engaged in the theoretical course (1.4 ± 0.7). The mental effort invested in the practical course (5.1 ± 1.0) was lower (t-test: p 0.001) than in the theoretical course (6.3 ± 0.9). Student satisfaction was similar (p> 0.05) in both groups (practice: 13.6 ± 2.0, theoretical: 12.9 ± 1.8).
Conclusion(s): The practical course would be cognitively more effective than the theoretical course in terms of the learning processes to foster clinical reasoning.
Implications: This study contributes to advance knowledge on the best ways to foster clinical reasoning in thoracic ultrasound in physiotherapy students.
Keywords: Ultrasound, Chest physiotherapy, Clinical reasoning
Funding acknowledgements: This project was unfunded.
Topic: Cardiorespiratory; Education: methods of teaching & learning
Ethics approval required: Yes
Institution: Université de Montréal
Ethics committee: Comité plurifacultaire d'éthique
Ethics number: CPER-17-094-D
All authors, affiliations and abstracts have been published as submitted.
