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S.A. Cardozo Vesga1,2,3, M.V. Solarte Sarria1,2,4, J.D. Esteban Moreno1,2,5, B.D. Martinez Toro1,2,6, M. Cleves Osorio1,2,7
1Asociación Colombiana de Estudiantes de Fisioterapia (ACEFIT), Bogota D.C., Colombia, 2Grupo 7 Estrategia Fisioterapia Colombia Covid 19 - Fisioterapia, COVID - 19 y Formación de Recurso Humano en Salud. Subgrupo 1 - Virtualización y Calidad Académica como Estrategia Pedagógica, Bogotá D.C., Colombia, 3Universidad Nacional de Colombia, Bogota D.C., Colombia, 4Universidad Santiago de Cali, Valle del Cauca, Cali, Colombia, 5Universidad de Santander, Norte de Santander, Cucuta, Colombia, 6Universidad Autonoma de Manizales, Caldas, Manizales, Colombia, 7Universidad del Rosario, Bogota D.C., Colombia
Background: The Colombian Association of Physiotherapy Students - ACEFIT - organized this year the Regional Forums of Physiotherapy Students; a series of spaces that seek to convene all the students of the country around the discussion of conjunctural issues for the development of the profession. Due to the current conditions of pandemic, it was decided that this year the topic of discussion should be focused on virtual education in physiotherapy, identifying its methodological implications, its relevance in learning, and the results that this will have in the professional practice of students.
Purpose: Make a diagnosis about virtual education in physiotherapy, which allows proposing strategies to strengthen its development in the country.
Methods: Its organization and implementation was divided into three phases:
Phase 1) Initial organization of the topic to be discussed in the forums, the guiding questions of the discussion, as well as the people in charge of directing it, the times, and virtual means of realization. After this, the event was disseminated through a series of public calls on social networks, promoting the active participation of students.
Phase 2) Each forum developed a debate methodology by video call, in which a work team for each forum, guided the discussion from seven guiding questions, aimed at identifying the opinions of the students regarding virtual teaching methodologies in physiotherapy, their strengths, weaknesses, and their relationship with theoretical and/or practical learning.
Phase 3) After concluding the forums, a collection was made of the documents resulting from each one, with which the analysis of the elements identified during the discussions was carried out.
There was the participation of approximately 300 students, organized in a total of five forums.
Phase 1) Initial organization of the topic to be discussed in the forums, the guiding questions of the discussion, as well as the people in charge of directing it, the times, and virtual means of realization. After this, the event was disseminated through a series of public calls on social networks, promoting the active participation of students.
Phase 2) Each forum developed a debate methodology by video call, in which a work team for each forum, guided the discussion from seven guiding questions, aimed at identifying the opinions of the students regarding virtual teaching methodologies in physiotherapy, their strengths, weaknesses, and their relationship with theoretical and/or practical learning.
Phase 3) After concluding the forums, a collection was made of the documents resulting from each one, with which the analysis of the elements identified during the discussions was carried out.
There was the participation of approximately 300 students, organized in a total of five forums.
Results: It was identified that students perceive the virtual teaching methodology as inadequate for learning, mainly due to the limitations it has for practical interaction, social distancing, the lack of previous experiences with the use of this type of methodologies, as well as the lack of pedagogical tools. In addition to this, elements of the solution to these problems were proposed, such as training teachers and students in the use of pedagogical tools, flexibility in the evaluation aspects of the curriculum, and adaptation and improvement of communication channels between institutions, teachers, and students.
Conclusion(s): It is necessary to propose a series of guidelines, which allow that institutions could supply the problems identified during these meetings, as well as to support the proposals that the student group is considering, as an alternative to adapt to the current teaching conditions.
Implications: This diagnosis will allow the general academic community, to know the perspective of the students regarding the learning of physiotherapy in virtuality, giving institutions and teachers the possibility to propose ways to strengthen education from here to the future.
Funding, acknowledgements: None declared by the authors
Keywords: Education, Virtual, Learning
Topic: Education: methods of teaching & learning
Did this work require ethics approval? No
Institution: N/A
Committee: N/A
Reason: The data were generated by observation and analyze of people talking about their own experiencies and opinions about the abstract´s topic
All authors, affiliations and abstracts have been published as submitted.
