(1232) STUDENTS' PREFERENCES WITHIN DIFFERENT LEARNING TOOLS FOR STUDYING THE PRACTICAL COMPONENT OF A SUBJECT IN THE PHYSIOTHERAPY DEGREE

摘要

Background: Learning tools should raise students' interest to get the role of facilitating the teachinglearningprocess. So, nowadays, taking into account, the European Higher Education Area and theDocentia Program, this is an interesting field to be explored by university professors. Last academicyear, rubrics were introduced as teaching material in the practical component of the subject ClinicalSpecialties IV in the Physiotherapy Degree of the University of Valencia, but students also hadlecturer's videos and their own class notes or videos, so it was not well known which were the mostpreferred learning tools to acquire learning competences.Purpose: To analyze the most preferred learning-tools employed by third course physiotherapystudents in order to achieve practical competences in the subject Clinical Specialties IV.Methods: A survey type study was carried out. One hundred fifty-eight students (56.33% women,mean age 22.33 ± 3.62 years) participated. The practical component of the subject was composed of7 practices about neurodevelopment (P1 and P2), an orofacial physiotherapy (P3), therapeuticexercises in ataxia (P4), proprioceptive neuromuscular facilitation (P5), and children assessment andtreatment (P6 and P7). Students had different learning tools to study: lecturer's videos (only in P1 andP2), class notes, student's videos and rubrics (in all except P2). A 13-item questionnaire aboutstudents' learning tools they had used for studying the practical component of the subject wasdeveloped. Finally, a descriptive study of the questionnaire was performed and internal consistency ofthe questionnaire was determined using the coefficient α (Cronbach?s alpha).Results: Rubrics were employed by students to prepare practical content in all practices in which theywere available (100%). Class notes and rubrics were the most used learning tools in P3 (n=101;;63.92%), P4 (n=96;;60.76%), P5 (n=78;;49.37%) and P6 (n=75;;47.7%). In P1, the most usedmaterials were lecturer's video, rubrics and class notes (n=71;;44.94%), and in P2 were lecturer'svideo and class notes (n=89;;56.33%). In P7, the most used materials were rubrics, student's videoand class notes (n=50;;31.65%).Total reliability of the scale was good (α = 0.794).Conclusions: Rubrics and class notes were the most preferred materials to study the practicalcomponent of the subject Clinical Specialties IV. However, lecturer's video was also highly used inthose practices in which was offered. Therefore, rubrics and lecturer's video of practical content in thePhysiotherapy Degree should be provided to students in order to facilitate their teaching-learningprocess.