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The aim of this study was to assess the effect of a blended-learning model on physiotherapy students´ attitude, knowledge and opinions towards learning professional ethics.
A simple-blind clinical trial was performed. An eight-month blended learning program to teach professional ethics in clinical practices was worked out. An online syllabus and online activities were elaborated, whilst face to face active participation techniques were performed to discuss ethical issues detected among practices. Students´ attitudes, knowledge and opinions towards learning professional ethics were assessed. Non-parametric tests were carried out. All the participants were informed about the study and procedures, and provided written informed consent.
Participants. 139 third-year degree students of Physiotherapy Degree at the University, aged between 20 and 30 years, were recruited voluntarily from September 2010 to July 2011. All enrolled participants were informed of the purpose of the study and procedures, and provided written informed consent. The study was carried out at the institution where the authors belong.
Research design. A prospective simple-blind trial was performed. After baseline assessment, participants were allocated to one of the two groups (control group, n=65; experimental group, n=64). An external assistant not involved in the study performed assignment.
Intervention. A Physiotherapy professor with over-10-year experience in Ethics and Physiotherapy performed the teaching methodology. She opened the allocation envelopes and applied the teaching methodology to the EG according to the group assignment. The intervention consisted of an eight-month blended-learning program based in professional ethics, including two phases: A) online syllabus and online activities (4 months); and B) face to face group sessions (4 months).
blended-learning in ethics, control group
University of Valencia
Published on BioPortfolio: 2017-08-07T13:53:21-0400
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