Development and evaluation of an online course for non-specific low back pain among physiotherapy undergraduates

Abstract

Online learning has grown as an integral component of teaching and learning in higher education. However, there is a dearth of evidence to ascertain the benefits of online courses in enhancing the knowledge, skills, and learning experience of physiotherapy undergraduates (PTUGs). The aim of this research was to design and develop an online course on non-specific low back pain (NSLBP) and evaluate its impact among PTUGs. PTUGs from two public and two private universities in Malaysia participated in this research. Phase 1a was a cross-sectional study that utilized an online survey, Student Online Learning Readiness (SOLR) questionnaire, to determine the readiness of 352 PTUGs towards online learning. In Phase 1b, a qualitative study was conducted among 34 PTUGs through five focus group discussions (FGDs). Phase 2 involved the development of the online course based on the outcomes of Phase 1, a literature review on evidence-based practice, related pedagogical principles, and generation Z characteristics. The course contents were developed through two rounds of e-Delphi consensus among 32 national and international physiotherapists. Phase 3 evaluated the impact of the online course among 87 PTUGs using a quasi-experimental design. The assessments of knowledge and skills were carried out using a quiz and Objective Structured Practical Examination (OSPE), respectively. While, an online survey was used to evaluate PTUGs' satisfaction, learning experience, and confidence to assess and manage clients with NSLBP. PTUGs' readiness for online learning was found to be at a moderate level. Two main themes (perceptions and expectations towards online courses) and nine subthemes emerged in FGDs. There was a statistically significant (p<0. 001) difference between pre (M=12.03±2.466) and post - quiz (M=15.01±3.646) scores and acquisition of skills (M=8.54± 2.134). PTUGs also expressed high levels of satisfaction, learning experience, and confidence in assessing and managing clients with NSLBP. The findings of this research could assist education stakeholders in designing and developing online courses for undergraduates in programs that emphasize psychomotor learning, such as physiotherapy