E-learning training in communication skills in physical therapy students
quasi-experimental study
DOI:
https://doi.org/10.29352/mill0210e.26913Keywords:
health communication, physical therapy, higher education, patient-centered care, empathyAbstract
Introduction: The therapeutic process requires from the physiotherapist skills beyond those of technical mastery. Health communication skills, proven to be in continuous development since the initial stage of training, determine the importance of their pre-graduate teaching.
Objetive: To evaluate the effectiveness of a health communication skills training program for physical therapy students.
Methods: Quasi-experimental study. Thirty-four physiotherapy students from Escola Superior de Saúde- Fernando Pessoa participated. Application of the scales Interpersonal Reactivity Index (IRI) and Patient-Practioner Orientation Scale (PPOS) pre and post intervention; e-learning training, structured in eight modules in asynchronous and synchronous sessions, a total of 16 hours.
Results: There was a statistically significant increase in the Sharing component of the PPOS in female participants. There was a decrease in the total IRI, with an increase in cognitive empathy and affective empathy, as well as an increase in the total PPOS and in both subscales (Sharing and Caring), although without statistical significance. The use of the Moodle® platform was considered "very easy" by 79% of the participants and 50% considered that the online format "totally" facilitated learning.
Conclusion: The search for alternatives to avoid the decrease of empathic communication is urgent. The difficulty of the practical components suggests that a mixed model, in b-learning format, may be an option to e-learning in the teaching of clinical/health communication skills in physiotherapy students.
Downloads
References
Agaronnik, N., Campbell, E. G., Ressalam, J., & Iezzoni, L. I. (2019). Communicating with Patients with Disability: Perspectives of Practicing Physicians. Journal of General Internal Medicine, 34(7), 1139–1145. https://doi.org/10.1007/s11606-019-04911-0
Allen, M. V., & Roberts, L. C. (2017) Perceived acquisition, development, and delivery of empathy in musculoskeletal physiotherapy encounters. Journal of Communication in Healthcare, 10(4), 304–312. https://doi.org/10.1080/17538068.2017.1366000
Associação Portuguesa de Fisioterapeutas, (Rev.). (2020, setembro 8). O Perfil de Competências do Fisioterapeuta. Lisboa: Conselho Diretivo Nacional da Associação Portuguesa de Fisioterapeutas. Acedido em http://www.apfisio.pt/wp-content/uploads/2020/09/APFisio_Perfil_Compet_Fisio_rev2020.pdf
Bas-Sarmiento, P., Fernández-Gutiérrez, M., Díaz-Rodríguez, M., & iCARE Team (2019). Teaching empathy to nursing students: A randomised controlled trial. Nurse Education Today, 80, 40–51. https://doi.org/10.1016/j.nedt.2019.06.002
Baylor, C., & Darling-White, M. (2020). Achieving participation-focused intervention through shared decision making: Proposal of an age- and disorder-generic framework. American Journal of Speech-Language Pathology, 29(3), 1335–1360. https://doi.org/10.1044/2020_AJSLP-19-00043
Bylund, C. L., Brown, R., Gueguen, J. A., Diamond, C., Bianculli, J., & Kissane, D. W. (2010). The implementation and assessment of a comprehensive communication skills training curriculum for oncologists. Psycho-Oncology, 19(6), 583–593. https://doi.org/10.1002/pon.1585
Camargo, C. P., Tempski, P. Z., Busnardo, F. F., Martins, M. A., & Gemperli, R. (2020). Online learning and COVID-19: a meta-synthesis analysis. Clinics, 75, e2286. https://doi.org/10.6061/clinics/2020/e2286
Carragher, M., Steel, G., O'Halloran, R., Torabi, T., Johnson, H., Taylor, N. F., & Rose, M. (2021). Aphasia disrupts usual care: the stroke team's perceptions of delivering healthcare to patients with aphasia. Disability and rehabilitation, 43(21), 3003–3014. https://doi.org/10.1080/09638288.2020.1722264
Dong, T., LaRochelle, J. S., Durning, S. J., Saguil, A., Swygert, K., & Artino, A. R., Jr (2015). Longitudinal effects of medical students' communication skills on future performance. Military medicine, 180(4 Suppl), 24–30. https://doi.org/10.7205/MILMED-D-14-00565
European Network of Physiotherapy in Higher Education. (2017). Level of education, roles and competences – ENPHE Recommendations. http://www.enphe.org/wp-content/uploads/2019/10/ESCO_report_ENPHE_recommendations_April_2017.pdf
Euzébio, C., Soares, D., & Soares, T. (2021). Reflexão crítica sobre estudos quasi-experimentais. In, A. Moreira; P. Sá, & A. P. Costa (Orgs.), Reflexões em torno de metodologias de investigação: métodos (pp. 81–92). Aveiro: UA Editora. http://dx.doi.org/10.34624/hmtj-qg49
Ferreira, D., & Maclean, G. (2018). Andragogy in the 21st century: Applying the assumptions of adult learning online. Language Research Bulletin, 32, 11–19. https://www.researchgate.net/publication/323388304
Grilo, A. M., Santos Rita, J., Carolino, E. T., Gomes, A. I., & dos Santos, M. C. (2018). Centração no paciente: Contributo para o estudo de adaptação da patient-practitioner orientation scale (PPOS). Psychology, Community & Health, 6(1), 170–185, https://doi.org/10.5964/pch.v6i1.148
Hardman, D., & Howick, J. (2019). The friendly relationship between therapeutic empathy and person-centered care. European Journal for Person Centered Healthcare, 7(2), 351–357. https://doi.org/10.5750/ejpch.v7i2.1689
Headly A. (2007). Communication skills: a call for teaching to the test. The American Journal of Medicine, 120(10), 912–915. https://doi.org/10.1016/j.amjmed.2007.06.024
Jeffrey D. (2016). Clarifying empathy: the first step to more humane clinical care. The British Journal of General Practice, 66(643), e143–e145. https://doi.org/10.3399/bjgp16X683761
Limpo, T., Alves, R. A., Castro, S. L. (2010). Medir a empatia: adaptação portuguesa do Índice de Reactividade Interpessoal. Laboratório de Psicologia, 8(2), 171–184. https://doi.org/10.14417/lp.640
McCabe, E., Roberts, M. R., Miciak, M., Sun, H. L., & Gross, D. P. (2021). An investigation of the measurement properties of the physiotherapy therapeutic relationship measure in patients with musculoskeletal conditions. European Journal of Physiotherapy. https://doi.org/10.1080/21679169.2021.2005138
Miciak, M., Mayan, M., Brown, C., Joyce, A. S., & Gross, D. P. (2019). A framework for establishing connections in physiotherapy practice. Physiotherapy Theory and Practice, 35(1), 40–56. https://doi.org/10.1080/09593985.2018.1434707
Morera-Balaguer, J., Botella-Rico, J. M., Martínez-González, M. C., Medina-Mirapeix, F., & Rodríguez-Nogueira, Ó. (2018). Physical therapists’ perceptions and experiences about barriers and facilitators of therapeutic patient-centred relationships during outpatient rehabilitation: a qualitative study. Brazilian Journal of Physical Therapy, 22(6), 484–492. https://doi.org/10.1016/j.bjpt.2018.04.003
Morgado, P., Lemos, A. R., Almeida, S., Cerqueira, J. J., & Sousa, N. (2019). A structured remediation program for communication skills. International Journal of Medical Education, 10, 161–162. https://doi.org/10.5116/ijme.5d5a.72c3
Ødegaard, N. B., Myrhaug, H. T., Dahl-Michelsen, T., & Røe, Y. (2021). Digital learning designs in physiotherapy education: a systematic review and meta-analysis. BMC Medical Education, 21(1), 48. https://doi.org/10.1186/s12909-020-02483-w
Oliveira, T., & Morgado, L. (2020). Impacto da dinâmica emocional na aprendizagem em cursos a distância no ensino superior: O papel da presença emocional e das microlideranças. Revista Portuguesa de Educação, 33(2), 177–199. https://doi.org/10.21814/rpe.14331
Ordem dos Fisioterapeutas. (2021). Referencial da formação inicial para a inscrição na ordem dos fisioterapeutas. https://ordemdosfisioterapeutas.pt/wp-content/uploads/2021/04/ReferencialdaFormacaoInicial.pdf
Pattison, S., Gutwill, J., Auster, R., & Cannady, M. (2019). Experimental and Quasi-experimental designs in visitor studies: A critical reflection on three projects. Visitor Studies, 22(1), 43–66. https://doi.org/10.1080/10645578.2019.1605235
Pitikoe, S., Ilongo, F. N., & Mavimbela, H. (2021). Sinking or swimming?: The role of Moodle in promoting self-directed learning at the University of Eswatini. In C. Bosch, D. Laubscher, & L. Kyei-Blankson (Eds.), Re-Envisioning and restructuring blended learning for underprivileged communities (pp. 204-224). IGI Global. https://doi.org/10.4018/978-1-7998-6940-5.ch011
Queirós, S., Santos, L. A., Couto, G., Meneses, R. F. (2021, julho 9–10). As competências de comunicação dos fisioterapeutas na intervenção com indivíduos com afasia: estudo Delphi. Poster. III Congresso Nacional de Comunicação Clínica em Cuidados de Saúde (online), Covilhã, Portugal. https://www.researchgate.net/publication/358140220_As_competencias_de_comunicacao_dos_fisioterapeutas_na_intervencao_com_individuos_com_afasia
Roling, G., Lutz, G., Edelhäuser, F., Hofmann, M., Valk-Draad, M. P., Wack, C., Haramati, A., Tauschel, D., & Scheffer, C. (2020). Empathy, well-being and stressful experiences in the clinical learning environment. Patient Education and Counseling, 103(11), 2320–2327. https://doi.org/10.1016/j.pec.2020.04.025
Røe, Y., Ødegaard, N. B., & Dahl-Michelsen, T. (2019). Flipping the classroom in physiotherapy education: experiences, opportunities and challenges. Nordic Journal of Digital Literacy, 13(4), 24–37. https://doi.org/10.18261/issn.1891-943x-2018-04-03
Santos, L. A., Queirós, S. M., Meneses, R. F., & Couto, G. (2020). Competências de comunicação clínica do fisioterapeuta: revisão integrativa da literatura. In Pereira, H., Monteiro, S., Esgalhado, G., Cunha, A., Leal, I. (Eds.), Actas do 13º Congresso Nacional de Psicologia da Saúde (pp. 213–220). Lisboa: Instituto Superior de Psicologia Aplicada. https://repositorio.ispa.pt/bitstream/10400.12/7366/4/13CongNacSaude.pdf
Santos, L. A., Queirós, S., Couto, G., & Meneses, R. F. (2021, novembro 5–6). e-Delphi: painel de peritos na identificação das competências centrais de comunicação clínica em fisioterapia Poster. XI Congresso Nacional de Fisioterapeutas (online), Lisboa, Portugal. https://www.cnft.pt/pt/eposters/181--edelphi-painel-de-peritos-na-identificacao-das-competencias-centrais-de-comunicacao-clinica-em-fisioterapia
Sequeira, C. (2016). Comunicação clínica e relação de ajuda. Lisboa: Lidel.
Silva, L. D., Ribeiro, M. M. F., Nogueira, A. I., Reis, B. S., Barbosa, I. L., Rocha, A. M. C., & Diniz, L. M. (2017). Impacto da “disciplina relação médico-paciente” sobre atitudes centradas no paciente. Revista Brasileira de Educação Médica, 41(2), 283–289. https://doi.org/10.1590/1981-52712015v41n2RB20160094
Sociedade Portuguesa de Comunicação Clínica em Cuidados de Saúde - SP3CS. (2021). Carta de princípios para o ensino/aprendizagem de competências de comunicação clínica em cuidados de saúde. https://sp3cs.org/
Soundy, A., Hemmings, L., Gardiner, L., Rosewilliam, S., Heneghan, N. R., Cronin, K., & Reid, K. (2021). E-learning communication skills training for physiotherapy students: a two phased sequential mixed methods study. Patient Education and Counseling, 104(8), 2045–2053. https://doi.org/10.1016/j.pec.2021.01.022
Tan, L., Le, M. K., Yu, C. C., Liaw, S. Y., Tierney, T., Ho, Y. Y., Lim, E., Lim, D., Ng, R., Ngeow, C., & Low, J. (2021). Defining clinical empathy: a grounded theory approach from the perspective of healthcare workers and patients in a multicultural setting. BMJ Open, 11(9), e045224. https://doi.org/10.1136/bmjopen-2020-045224
Taveira-Gomes, I., Mota Cardoso, R., & Figueiredo Braga, M. (2016). Communication skills in medical students - An exploratory study before and after clerkships. Porto Biomedical Journal, 1(5), 173–180. https://doi.org/10.1016/j.pbj.2016.08.002
Teixeira, J. A. C. (2004). Comunicação em saúde: Relação técnicos de saúde - utentes. Análise psicológica, 22(3), 615-620. https://repositorio.ispa.pt/bitstream/10400.12/229/1/AP%2022%283%29%20615-620.pdf
Unge, J., Lundh, P., Gummesson, C., & Amnér, G. (2018). Learning spaces for health sciences – what is the role of e-learning in physiotherapy and occupational therapy education? A literature review. Physical Therapy Review, 23(1), 50–60. https://doi.org/10.1080/10833196.2018.1447423
World Physiotherapy. (2020). Immediate impact on students and the response to delivering physiotherapist entry level education. https://world.physio/sites/default/files/2021-06/COVID-19-Briefing-paper-1-HEI-FINAL-2021.pdf
World Confederation for Physical Therapy, European Region. (2018). Expected minimum competencies for an entry level physiotherapist in the European Region. https://www.erwcpt.eu/file/251
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Millenium - Journal of Education, Technologies, and Health
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who submit proposals for this journal agree to the following terms:
a) Articles are published under the Licença Creative Commons (CC BY 4.0), in full open-access, without any cost or fees of any kind to the author or the reader;
b) The authors retain copyright and grant the journal right of first publication, allowing the free sharing of work, provided it is correctly attributed the authorship and initial publication in this journal;
c) The authors are permitted to take on additional contracts separately for non-exclusive distribution of the version of the work published in this journal (eg, post it to an institutional repository or as a book), with an acknowledgment of its initial publication in this journal;
d) Authors are permitted and encouraged to publish and distribute their work online (eg, in institutional repositories or on their website) as it can lead to productive exchanges, as well as increase the impact and citation of published work
Documents required for submission
Article template (Editable format)