Impact of Changing Distance-Learning Formats in Physical Therapy Professional Education.

Abstract

Aims: In early 2020, the COVID-19 pandemic caused a majority of higher education to shift content delivery formats to allow for social distancing to decrease spread of the virus. The purpose of this investigation was to discover physical therapy students' perceived impact from changing from a synchronous videoconferencing format to a more hybrid program format.

Methods: A qualitative case study design bounded by the time of switching formats due to the pandemic was chosen (March 2020 through September 2020). Physical therapy students participated in an agreement survey (n=38) and semi-structured interviews (n=12). Survey and interview data were coded and analyzed to form categories and themes of discovered perspectives.

Results: Students' perceived proficiency of hands-on skill was negatively affected. Cross-campus student and faculty interactions improved. Students felt changing formats would not result in detrimental effects on their overall learning nor on their career potential as physical therapists.

Discussion: Educators in entry-level professional physical therapy programs utilizing distance-education models should consider and adjust timing of hands-on skill instruction to match didactic content to encourage better connection and clinical application. Distance-learning educators should foster more interaction with students who may feel isolated. Interaction between distance-separated cohorts can reduce feelings of competition and inequality between campus locations and create improved learning communities.