AUTHOR=Delafontaine Arnaud , Saiydoun Gabriel , Frigout Jérôme , Fabeck Laurent , Degrenne Olivier , Sarhan François-Régis 

TITLE=Pedagogical impact of integration of musculoskeletal anatomy blended learning on physiotherapy education

JOURNAL=Frontiers in Medicine

VOLUME=10

YEAR=2023

URL=https://www.frontiersin.org/journals/medicine/articles/10.3389/fmed.2023.1260416

DOI=10.3389/fmed.2023.1260416

ISSN=2296-858X

ABSTRACT=<sec id="sec1"><title>Background</title><p>In physiotherapy education, blended learning is recognized to be more effective compared to traditional teaching. The aim of this study was to assess the consequences of a musculoskeletal anatomy blended learning program on skills developed by students.</p></sec><sec id="sec2"><title>Methods</title><p>We conducted an observational retrospective monocentric study in a French physiotherapy school named “X.” Ninety-two first-year students in the 2017–18 baseline group (students with traditional face-to-face learning), and ninety-eight first-year students and ninety-five second-year students in the 2018–19 and 2019–20 blended learning experimental groups was included. A success rate of the anatomy final written exam, defined by the percentage of students scoring 50% or above, was analyzed between 2017 and 2020. We also evaluated the pedagogical value of musculoskeletal e-learning and its usefulness for preparing the student for their anatomy final written exam at «X».</p></sec><sec id="sec3"><title>Results</title><p>We observed an improvement in the success rate of the anatomy final written exam between the 2017–18 baseline group, 2018–19 and 2019–2020 experimental groups during first (Kruskal–Wallis = 74.06, df = 2, <italic>p</italic> &lt; 0.001) and second semester (Kruskal–Wallis = 173.6, df = 2, <italic>p</italic> &lt; 0.001). We obtained a data survey and questionnaire response rate of 74% (<italic>n</italic> = 89/120) for the 2018–19 and 62% (<italic>n</italic> = 72/116) for the 2019–20 experimental groups. Concerning questionnaire response, they were no significant statistical difference between 2018–19 and 2019–20 experimental groups.</p></sec><sec id="sec4"><title>Conclusion</title><p>Blended learning could improve student success rate of the anatomy final written exam and learning of professional physiotherapy skills.</p></sec>