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Willoughby BR, Flack NAMS, Bird RJ, Woodley SJ. Motivation to learn in university science students studying anatomy: A mixed-methods analysis of what drives learning. ANATOMICAL SCIENCES EDUCATION 2024; 17:818-830. [PMID: 38563462 DOI: 10.1002/ase.2416] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/04/2023] [Revised: 02/22/2024] [Accepted: 03/19/2024] [Indexed: 04/04/2024]
Abstract
Exploring student motivation to learn is a research area that has rapidly expanded over the past decade, especially as the COVID-19 pandemic continues to influence education. In the field of anatomy, most research about motivation to learn targets medical and other health professional students, but little is known about factors that drive students enrolled in science degrees. The aims of this mixed-methods study were to determine: (1) what motivates undergraduate university science students to learn anatomy, and whether motivation differs between cohorts (second- and third-year) and gender; and (2) the impact of COVID-19 on motivation to learn. Students (n = 171) completed a survey (the Science Motivation Questionnaire II [SMQII] and questions about learning experiences during the pandemic) and a subset (n = 12) participated in focus groups/interviews. Quantitative data were analyzed using a combination of parametric and non-parametric statistics, and a general inductive approach was applied to qualitative data. Grade, intrinsic, and career factors were consistently identified as the key components of motivation. No statistically significant differences were found for motivation components between level of study or gender. Students reported that the COVID-19 pandemic negatively impacted motivational components, but it had also fast-tracked the development of online learning, with both positive and negative connotations. Students value traditional in-person lectures but support a blended approach of traditional and online teaching methods for learning anatomy. Educators should utilize these findings when considering how to teach and support science students in ways that embrace motivational components to foster success in those studying anatomy.
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Affiliation(s)
| | | | - Rebecca J Bird
- Department of Anatomy, University of Otago, Dunedin, New Zealand
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Delafontaine A, Saiydoun G, Frigout J, Fabeck L, Degrenne O, Sarhan FR. Pedagogical impact of integration of musculoskeletal anatomy blended learning on physiotherapy education. Front Med (Lausanne) 2023; 10:1260416. [PMID: 37915328 PMCID: PMC10617513 DOI: 10.3389/fmed.2023.1260416] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 09/25/2023] [Indexed: 11/03/2023] Open
Abstract
Background 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. Methods 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». Results 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, p < 0.001) and second semester (Kruskal-Wallis = 173.6, df = 2, p < 0.001). We obtained a data survey and questionnaire response rate of 74% (n = 89/120) for the 2018-19 and 62% (n = 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. Conclusion Blended learning could improve student success rate of the anatomy final written exam and learning of professional physiotherapy skills.
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Affiliation(s)
- Arnaud Delafontaine
- Université Libre de Bruxelles, Brussels, Belgium
- CIAMS, Univ. Paris-Sud., Université Paris-Saclay, Orsay, France
- CIAMS, Université d’Orléans, Orléans, France
- ASSAS, Ecole de Rééducation, Département international et Recherche, Villa Thoréton, Paris, France
| | - Gabriel Saiydoun
- Unisurg, Paris, France
- Department of Cardiac Surgery, Henri Mondor University Hospital, Créteil, France
- Créteil, UFR Médecine-Pharmacie, University of Paris-Est Créteil, Créteil, France
- Biomedicale, IMRB, Inserm, Institut Mondor de Recherche Biomédicale, Faculté de Santé de Créteil, Institut Mondor de Recherche Biomédicale, Creteil, France
- Department of Cardiovascular and Thoracic Surgery, Pitié-Salpêtrière University Hospital, Assistance Publique-Hôpitaux de Paris-Sorbonne University, Paris, France
| | - Jérôme Frigout
- I3SP Laboratory, Department of Sports Science and Physical Education, Université de Paris Descartes, Paris, France
| | | | | | - François-Régis Sarhan
- Physiotherapy School, Centre Hospitalier Universitaire Amiens – Picardie, Amiens, France
- UR CHIMERE, Université de Picardie Jules Verne, Amiens, France
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Donovan S, Negley KJ, Moran MW, Craig Pt JA. The impact of modifications in cadaver dissection time on student learning outcomes in a doctor of physical therapy program. Clin Anat 2023; 36:224-233. [PMID: 36221220 DOI: 10.1002/ca.23956] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Revised: 09/24/2022] [Accepted: 09/26/2022] [Indexed: 11/11/2022]
Abstract
Human anatomy is a foundational component of medical and allied health professional education. Doctor of Physical Therapy (DPT) programs are required to teach anatomy, however the pedagogies used are at the discretion of faculty and institutions. Cadaver dissection may have been the predominant instruction methodology in DPT programs in the past; new technology provides alternative interactive teaching methods. This paper describes the modifications in an anatomy curriculum over 5 years in one DPT program, and the impact on student perception and learning outcomes. This was a retrospective, quantitative study that utilized a survey to collect data on student perceptions about the anatomy pedagogy; the learning outcomes analyzed were grades and licensure exam pass rates. We report on outcomes for five cohorts within one DPT program. IRB approval was obtained for the research. Despite the decrease in cadaver laboratory time after 2016, students' final exam grades in Gross Anatomy improved and the first time pass rate for the national licensure exam increased. Most students rated cadaver laboratory and the active learning assignments that replaced traditional cadaver laboratory time as valuable to their learning; however, there were differences in opinions between cohorts. Although the outcomes might not reflect a direct result of dissection time, the study confirmed that using alternative methods for teaching anatomy did not hinder student performance. Using innovative pedagogy allows educators to achieve student success in spite of decreased gross dissection time.
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Affiliation(s)
- Skye Donovan
- Doctor of Physical Therapy Program, Marymount University, Arlington, Virginia, USA
| | - Kelly J Negley
- Doctor of Physical Therapy Program, Marymount University, Arlington, Virginia, USA
| | - Megan W Moran
- Doctor of Physical Therapy Program, Marymount University, Arlington, Virginia, USA
| | - Jason A Craig Pt
- Doctor of Physical Therapy Program, Marymount University, Arlington, Virginia, USA
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Woodley SJ, Green RA, Webb AL. A core musculoskeletal anatomy syllabus for undergraduate physical therapy student education. Clin Anat 2023; 36:190-223. [PMID: 36177764 DOI: 10.1002/ca.23953] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2022] [Revised: 09/08/2022] [Accepted: 09/17/2022] [Indexed: 11/09/2022]
Abstract
Knowledge of musculoskeletal anatomy is fundamental to physical therapy education. Although detailed anatomy syllabi have been developed for medical and other health professional students, none are available for training physical therapists. Therefore, the aim of this project was to produce a core musculoskeletal anatomy syllabus specific to physical therapy students, utilizing a modified Delphi approach. An international Delphi panel (n = 53) composed of anatomists and clinicians involved in physical therapy education considered a total of 2193 anatomical items arranged in four categories (musculoskeletal concepts; vertebral column; pectoral girdle and upper limb; pelvic girdle and lower limb). Using specific criteria, items were rated on the basis of whether they were considered essential knowledge for a competent physical therapy student, and were categorized as core, recommended, not recommended or not core. Of the 2193 items, 1700 (77.5%) were rated as core or recommended. For musculoskeletal concepts, 70% (233/332) of items were categorized as core/recommended. Approximately 80% of items in the other three categories were considered core/recommended-vertebral column (355/440), pectoral girdle and upper limb (513/657), and pelvic girdle and lower limb (599/764). This project presents a detailed musculoskeletal anatomy syllabus which may be used within a physical therapy curriculum. A key difference compared to published musculoskeletal anatomy syllabi for medical students is that a greater number of items are considered core/recommended (approximately 80% vs. 50%). These findings will now be considered and deliberated in accordance with the International Federation of Associations of Anatomists modified Delphi approach.
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Affiliation(s)
- Stephanie J Woodley
- Department of Anatomy, School of Biomedical Sciences, University of Otago, Dunedin, New Zealand
| | - Rodney A Green
- La Trobe Rural Health School, La Trobe University, Bendigo, Australia
| | - Alexandra L Webb
- Medical School, College of Health and Medicine, Australian National University, Canberra, Australia
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Rutenberg I, Ainscough L, Colthorpe K, Langfield T. The anatomy of agency: Improving academic performance in first-year university students. ANATOMICAL SCIENCES EDUCATION 2022; 15:1018-1031. [PMID: 34536984 DOI: 10.1002/ase.2137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Revised: 09/07/2021] [Accepted: 09/15/2021] [Indexed: 06/13/2023]
Abstract
The transition from secondary to tertiary education can be challenging, as students must adapt to independent learning. For students in the allied health and nursing disciplines, this transition may coincide with compulsory first-year courses in anatomy, which are traditionally difficult to master. Students' agency-their capacity to make intentional choices to alter the path of their learning-may play a role in their successful completion of first-year anatomy courses. This study aimed to develop a measure for agency and to determine whether agency is associated with academic achievement. First-year students (n = 131) completed open-ended questions measuring each aspect of agency. Student responses were quantified using rubrics and then combined to create an overall agency score. Three factors of agency were determined: action, metacognition, and self-efficacy. Students with higher agency scores were significantly more likely to have higher academic achievement in anatomy compared to students with lower agency scores. The relationship between agency and academic achievement was strongest for action. These results suggest that encouraging students to be active participants in their learning may help them to achieve at university.
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Affiliation(s)
- Izaak Rutenberg
- School of Medicine, The University of Notre Dame, Sydney, New South Wales, Australia
| | - Louise Ainscough
- The School of Biomedical Sciences, The University of Queensland, Brisbane, Queensland, Australia
| | - Kay Colthorpe
- The School of Biomedical Sciences, The University of Queensland, Brisbane, Queensland, Australia
| | - Tracey Langfield
- The School of Biomedical Sciences, The University of Queensland, Brisbane, Queensland, Australia
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Mahmood AM, Mohammadzadeh B. The effectiveness of ICT-supported flipped learning in an EFL context: A case of northern Iraq. Front Psychol 2022; 13:943956. [PMID: 36337552 PMCID: PMC9632733 DOI: 10.3389/fpsyg.2022.943956] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2022] [Accepted: 09/13/2022] [Indexed: 11/03/2023] Open
Abstract
Flipped Learning (FL) is a pedagogical model that leverages technology-enhanced instruction inside and outside of class time to maximize student engagement and learning during class time. This study investigated the effectiveness of ICT-supported Flipped learning in an EFL context in Northern Iraq to contribute to sustainable personalized language learning. The participants were EFL students and teachers of a primary school in Raniyah. The study employed an experimental method to collect student data and a teacher questionnaire. The results indicated that Flipped learning had statistically significant effects on the students' academic performance and achievement. The mean scores of the post-tests scored higher than that of the pre-test. The mean scores of the EG with (M = 89.15) for the fifth grade and (M = 81.40) for the sixth grade were much higher than those of the CGs (M = 70.40) for the fifth grade and (M = 67.40) for the sixth grade which indicated that FL had a statistically great impact on the students' academic performance and their product improvement. Besides, the results of the t-test showed a significant difference in performance between students in both EGs and CGs; the participants outstripped statistically significant on the post-test (p < 0.05) compared to the pre-test. The majority of the participants' attitudes were positive toward Flipped learning, and they remarked that it had a significant role in learning compared to the conventional classes. The participant teachers quoted positive views on Flipped learning over traditional classes.
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Simons AC, McHugh KM, Appling S, Harris SL, Burgoon JM. Instructional Approaches: Anatomy Education of Physical Therapists. ANATOMICAL SCIENCES EDUCATION 2022; 15:102-114. [PMID: 33253489 DOI: 10.1002/ase.2037] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2020] [Revised: 11/12/2020] [Accepted: 11/23/2020] [Indexed: 06/12/2023]
Abstract
The profession of physical therapy has undergone an evolution since its inception. Since the early 1900s it has grown from a technical training program to a doctorate level degree. Human anatomy courses remain a requirement for physical therapist educational curricula. However, changes in anatomy pedagogy have been trending within health profession educational models, leading to questions regarding which method is best for student learning. The objective of this study was to determine if anatomy instructional method used within physical therapist educational curricula impacted current anatomy knowledge. Licensed physical therapists were recruited to complete a demographic survey and a questionnaire to demonstrate their knowledge of anatomy topics. Anatomy topics included six regional components: (1) upper limb; (2) lower limb; (3) thorax and abdomen; (4) pelvis; (5) spine; and (6) head. Each regional component contained five questions regarding systemic subsets related to joints and osteology, muscles, nervous system, vasculature, and special areas (e.g., spatial orientations, structures within spaces, pathways of nerves). Within the thorax and abdominal region, data analysis indicated that the dissection instruction method, when compared to no laboratory instruction, led to statistically significant greater anatomical knowledge (P = 0.02). Dissection also showed greater means when compared to the no laboratory method (P = 0.02) and the prosection method in the head region (P = 0.01). However, the variance explained by instructional method was small. This study adds empirical evidence regarding current anatomy knowledge exhibited by physical therapists as the level of anatomical knowledge exhibited small differences based on instructional methods.
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Affiliation(s)
- Ashley C Simons
- Division of Anatomy, Department of Biomedical Education and Anatomy, College of Medicine, The Ohio State University, Columbus, Ohio
- Department of Health and Sport Sciences, Otterbein University, Westerville, Ohio
| | - Kirk M McHugh
- Division of Anatomy, Department of Biomedical Education and Anatomy, College of Medicine, The Ohio State University, Columbus, Ohio
| | - Susan Appling
- School of Health and Rehabilitation Sciences, College of Medicine, The Ohio State University, Columbus, Ohio
| | - Shannon L Harris
- School of Business, Virginia Commonwealth University, Richmond, Virginia
| | - Jennifer M Burgoon
- Division of Anatomy, Department of Biomedical Education and Anatomy, College of Medicine, The Ohio State University, Columbus, Ohio
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Monrouxe LV, Bloomfield JG. Specialty Grand Challenge: Diversity Matters in Healthcare Professions Education Research. Front Med (Lausanne) 2021; 8:765443. [PMID: 34869474 PMCID: PMC8634362 DOI: 10.3389/fmed.2021.765443] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2021] [Accepted: 09/22/2021] [Indexed: 11/13/2022] Open
Affiliation(s)
- Lynn V Monrouxe
- Faculty of Medicine and Health, School of Health Sciences, The University of Sydney, Sydney, NSW, Australia
| | - Jacqueline G Bloomfield
- Faculty of Medicine and Health, School of Nursing and Midwifery, The University of Sydney, Sydney, NSW, Australia
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Rossettini G, Turolla A, Gudjonsdottir B, Kapreli E, Salchinger B, Verheyden G, Palese A, Dell’Isola A, de Caro JX. Digital Entry-Level Education in Physiotherapy: a Commentary to Inform Post-COVID-19 Future Directions. MEDICAL SCIENCE EDUCATOR 2021; 31:2071-2083. [PMID: 34754600 PMCID: PMC8567978 DOI: 10.1007/s40670-021-01439-z] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/05/2021] [Indexed: 05/10/2023]
Abstract
Currently, the coronavirus disease 2019 (COVID-19) severely influences physiotherapy education which is based mostly on face-to-face teaching. Thus, educators have been compelled to adapt their pedagogical approaches moving to digital education. In this commentary, we debate on digital education highlighting its effectiveness, the users' perspectives, and its weakness in the context of physiotherapy teaching aimed at informing post-COVID-19 future directions in this educational field. Existing evidence on digital education produced before COVID-19 supports its implementation into entry-level physiotherapy education. However, some challenges (e.g. social inequality and evaluation of students) threaten its applicability in post-COVID-19 era, calling educators to take appropriate actions.
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Affiliation(s)
- Giacomo Rossettini
- School of Physiotherapy, University of Verona, Via Bengasi 4, 37134 Verona, Italy
| | - Andrea Turolla
- Laboratory of Rehabilitation Technologies, San Camillo IRCCS Srl, Via Alberoni 70, 30126 Venice, Italy
| | - Bjorg Gudjonsdottir
- Department of Physical Therapy, School of Health Sciences, University of Iceland, Stapi At Hringbraut, 101 Reykjavík, Iceland
| | - Eleni Kapreli
- Department of Physiotherapy, School of Health Sciences, University of Thessaly, 3rd km Old National Road Lamia-Athen, 35100 Lamia, Greece
| | - Beate Salchinger
- Institute of Physiotherapy, FH JOANNEUM, Eggenberger Allee 13, 8020 Graz, Austria
| | - Geert Verheyden
- Department of Rehabilitation Sciences, KU Leuven, University of Leuven, Tervuursevest 101, 3001 Leuven, Belgium
| | - Alvisa Palese
- Department of Medical Sciences, School of Nursing, University of Udine, Viale Ungheria 20, 33100 Udine, Italy
| | - Andrea Dell’Isola
- Department of Clinical Sciences Orthopaedic, Faculty of Medicine, Lund University, Entrégatan 8, 22100 Lund, Sweden
- Department of Clinical Sciences Orthopaedics, Clinical Epidemiology Unit, Lund University, Lund, Sweden
| | - John Xerri de Caro
- Department of Physiotherapy, Faculty of Health Sciences, University of Malta, Triq Dun Karm, L-Imsida, Msida, 2090 MSD Malta
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Affiliation(s)
- Dorothy A Shead
- Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa.,School of Anatomical Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - Benita Olivier
- Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa.,The Wits-JBI Centre for Evidence-Based Practice: A JBI Affiliated Group
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Godfrey C. Exploring the world "out there": the use of scoping reviews in education research. JBI Evid Synth 2020; 18:859-860. [PMID: 32813348 DOI: 10.11124/jbies-20-00134] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Affiliation(s)
- Christina Godfrey
- Queen's University School of Nursing, Faculty of Health Sciences, Kingston, Canada.,Queen's Collaboration for Health Care Quality: A JBI Centre of Excellence
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Gagnon K, Young B, Bachman T, Longbottom T, Severin R, Walker MJ. Doctor of Physical Therapy Education in a Hybrid Learning Environment: Reimagining the Possibilities and Navigating a "New Normal". Phys Ther 2020; 100:1268-1277. [PMID: 32424417 PMCID: PMC7454843 DOI: 10.1093/ptj/pzaa096] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Revised: 05/08/2020] [Accepted: 05/12/2020] [Indexed: 11/25/2022]
Abstract
Professional physical therapist education has experienced a transformation over the last few decades, moving to a doctoring profession with more autonomy and a broader scope of practice. These changes have occurred in parallel with systemic and structural changes in health care and higher education, both of which have experienced challenges with improving access and controlling costs, and have become a centerpiece of legislative and political discourse. At the same time, advances in technology have introduced new possibilities in education, with the emergence of online, blended, and "flipped" learning models that supplement or replace face-to-face instruction with distance learning. Hybrid education is a type of blended learning, utilizing both face-to-face and online instructional strategies. In a hybrid learning environment, online content may be delivered synchronously or asynchronously, replacing traditional face-to-face instructional time and reducing "seat time" for students. Recent attention has been brought to online and hybrid/blended learning in physical therapist education in the wake of the COVID-19 pandemic, as programs have been required to abruptly move from face-to-face to remote instruction. Hybrid and other forms of blended learning strategies have been described at the physical therapist education course level. However, there is no literature describing hybrid learning implementation at the physical therapist education program "levels," and there has been limited discussion on best practices for delivering hybrid, blended, and online instruction in physical therapist education. This perspective provides an overview of hybrid education, describes theoretical frameworks that guide implementation of a hybrid education curriculum, and discusses future directions for hybrid physical therapist education and educational research.
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Affiliation(s)
- Kendra Gagnon
- Doctor of Physical Therapy Program, Baylor University, One Bear Place, #97264, Waco, TX 76798 (USA),Address all correspondence to Dr Gagnon at:
| | - Brian Young
- Doctor of Physical Therapy Program, Baylor University
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