Search Results (96)

Generative artificial intelligence (AI) is changing higher education. Understanding students’ perceptions, usage behaviour and ethical concerns is crucial for the responsible and sustainable use of AI in the academic environment. The aim of this study was to explore the perceptions, experiences and challenges of health sciences students in relation to the use of generative AI in their academic learning. A descriptive cross-sectional survey was conducted with 397 students enrolled in four undergraduate health-related degree programmes in Slovenia, including nursing, physiotherapy, dietetics and applied kinesiology. The data was collected using a validated 27-point scale. Students were generally favourable towards AI, especially in terms of its perceived usefulness, integration into their daily study routine and ethical considerations. Regression analyses revealed that frequency of AI use, duration of use, self-reported skill level and confidence in using AI significantly predicted perceived usefulness. Gender differences were found, with male students reporting higher perceived usefulness and fewer concerns. Students recognised the potential of generative AI but emphasised the importance of ethical guidance, digital literacy and equal access. Institutions should prioritise structured training and inclusive strategies to ensure meaningful, sustainable and responsible integration of AI into health education. Full article

Physiotherapy is challenged to be a profession with competencies in humanized skills and aptitudes. The need to integrate the learning of sustainable soft skills and humanistic education into higher education curricula has recently been emphasized to improve the capabilities of future healthcare professionals. Our objective was to psychometrically evaluate the Invisible Care, Well-being, Security, and Autonomy (CIBISA) scale in the context of physiotherapy through a pilot study involving students undertaking a degree in physiotherapy. The Delphi method was used over two rounds, and a focus group was convened to achieve a consensus on the adaptation of the CIBISA nursing scale to assess physiotherapy (CIBISA-F). For the psychometric validation of the CIBISA-F scale, the data-collection instruments used were the adapted CIBISA-F scale and two more validated scales related to soft skills. The scales were answered by 25 students at three different times, twice before the start of the clinical placements and once after. The results showed high internal consistency (α = 0.911), adequate reliability according to a Brand–Altman plot, and an adequate construct validity and sensitivity in comparison to other tools. The results of the present study suggest that this version of the CIBISA-F scale is a useful and reliable tool for measuring humanization skills in healthcare and physiotherapy students during their clinical placements, ensuring high-quality education. Full article

Service-Learning (SL) is an innovative educational methodology that integrates academic learning with active community engagement, fostering both technical and transversal competencies. This pilot study explores the implementation of an SL-based experience within the Physiotherapy Degree at the University of Extremadura. The primary objective was to design and deliver therapeutic exercise programs targeting patients with cardiorespiratory conditions, utilizing local community resources. A total of 44 third-year physiotherapy students participated in the design and simulated the implementation of community-based interventions targeting muscular strength, postural control, balance, and endurance. A mixed-methods approach was used, combining descriptive statistics (SPSS v23) and thematic analysis of student reflections to assess the impact of SL on the development of specific professional competencies, including clinical reasoning, patient communication, therapeutic planning, and adaptation of interventions to diverse environments. The results show a significant improvement in students’ theoretical and practical understanding, with over 70% of participants rating their learning experience between 8 and 10 (on a 0–10 scale) in aspects such as pathology description, clinical assessment, and exercise planning. Additionally, 92% reported improved teamwork, 89% noted better adaptability, and 87% reported enhanced decision-making skills. The findings suggest that SL can enhance perceived learning in musculoskeletal rehabilitation and support the transition from academic training to clinical practice. However, the study is exploratory and based on perceived outcomes, and future research should include validated tools and real patients to assess its impact more rigorously. This pilot study highlights the value of integrating musculoskeletal-focused training—targeting strength, balance, and endurance—into physiotherapy education through Service-Learning methodology. The study highlights SL’s potential to enrich physiotherapy education while leveraging community spaces—such as those in Extremadura, a region with three UNESCO World Heritage Sites—as dynamic learning environments. Full article

The aim of this study was to evaluate the efficacy of manual therapy based on neurodynamic techniques and electrophysical modalities in the conservative treatment of cubital tunnel syndrome (CuTS). A total of 128 upper limbs affected by CuTS were initially enrolled in this study, with 82 completing the full treatment protocol. The participants were divided into the following two intervention arms: the first arm (MT) (42 arms) received therapy based on sliding and tensioning neurodynamic techniques, while the second arm (EM) (40 arms) underwent physiotherapy based on electrophysical modalities, specifically low-level laser therapy (LLLT) and ultrasound therapy (US). Chi² and Student’s t-test were used to compare the intervention arms, and no statistically significant differences were found. The evaluated outcomes included nerve conduction testing, ultrasound assessments (measuring cross-sectional area and shear modulus), pain levels, two-point discrimination, thresholds for cutaneous sensory perception, symptom severity, functional ability in specific tasks, and overall post-treatment improvement. Baseline comparisons indicated no statistically significant differences in any measured variables between the intervention groups (p > 0.05). Following treatment, each group exhibited significant improvements in their respective parameters (p < 0.01). Comparisons between groups post-intervention revealed statistically significant differences in nerve conduction results, ultrasound measurements (cross-sectional area and shear modulus), two-point discrimination, and sensory perception thresholds. These parameters improved more in the MT intervention arm. The use of neurodynamic techniques, ultrasound, and low-level laser therapy in the conservative treatment of mild to moderate forms of CuTS has a beneficial therapeutic effect. Full article

Physical activity plays a critical role in health and well-being, particularly during students’ academic development. This study explores the relationship between self-efficacy and physical activity among physiotherapy students, recognizing self-efficacy as a key factor influencing exercise behavior. Despite awareness of physical activity’s benefits, academic demands may hinder participation, reducing confidence in maintaining an active lifestyle. A total of 244 physiotherapy students (mean age 24.44 ± 7.56 years) completed the General Self-Efficacy Scale (GSES) and the International Physical Activity Questionnaire—Short Form (IPAQ-SF). The results showed that the self-efficacy scores ranged from 17 to 40, with a mean of 30.44 (±3.93), indicating moderate to high levels. In terms of activity, 40.3% of students reported sufficient activity (high level), 51.7% reported moderate activity (meeting minimum guidelines), and 8.05% reported insufficient (low) activity. Self-efficacy positively correlated with age (r = 0.199, p < 0.01) and education level (r = 0.191, p < 0.01), and negatively with employment (r = –0.171, p < 0.05). Physical activity was significantly associated with self-efficacy (r = 0.217, p < 0.01). These findings underscore the importance of fostering self-efficacy to promote physical activity, highlighting the need for targeted strategies within academic settings to support student well-being and healthier lifestyle choices. Full article

Objectives: The present study seeks to analyze the relationships between the intensity of physical activity, mental hyperactivity and sleep quality. A comparative, descriptive and exploratory study was carried out. Methods: A sample of 1907 university students belonging to the degree of Physiotherapy and Physical Activity and Sport Sciences was used. The International Physical Activity and Mental Hyperactivity Questionnaires were used. The scale used was the Pittsburgh sleep quality index. The proposed model analyzes the relationships of physical activity with mental hyperactivity and various sleep-related factors. Results: The following fit indices were evaluated: Chi-Square = 80.242; Degrees of Freedom = 3; Incremental Fit Index = 0.951, Comparative Fit Index = 0.977; Normed Fit Index = 0.946; Root Mean Square Error of Approximation = 0.071. The values obtained show the good fit of the theoretical model. Statistically significant differences are observed (p < 0.05) in the causal relationship of mental hyperactivity with the personal assessment of sleep as a function of the intensity of physical activity. A greater effect of light (β = 0.671) compared to moderate- (β = 0.428) or vigorous-intensity (β = 0.343) physical activity in personal sleep assessment is evident. Statistically significant differences were also observed in the causal relationship of mental hyperactivity with the time to fall asleep (p < 0.05). Light physical activity (β = 0.479) has a greater causal relationship with time to fall asleep than moderate- (β = 0.302) or vigorous-intensity (β = 0.413) physical activity. Conclusions: Based on the results obtained, it is concluded that the intensity with which physical activity is performed has a modulating effect on sleep quality and mental hyperactivity. Full article

Background: The management of chronic pain is inherently multidisciplinary, requiring collaboration across health and care professions because pain is multidimensional, involving psychological, social, biomedical, cultural, and environmental factors. However, pain education has often focused more on biomedical aspects, limiting the capacity of professionals to deliver integrated, person-centred care. Shifting pain education away from biomedically driven curricula may better prepare graduates for meaningful consultations and biopsychosocial care. Objective: This manuscript reports the development and pilot evaluation of a virtual patient simulation designed to help physiotherapy students develop person-centred pain assessment skills. Methods: We developed and piloted a virtual patient with complex pain scenarios for physiotherapy students. To evaluate the simulation, students completed a self-reported questionnaire assessing their ability, self-confidence in person-centred assessment skills, and their attitudes and beliefs regarding the simulation. Results: Frequency and confidence in person-centred inquiry ranged from 100% to 16.3%, depending on the complexity of information. Inductive thematic analysis revealed four themes: (1) Environmental factors & preferences—students’ preference for the learning environment; (2) Learning experience—including engagement, feedback, discussions, and a ‘safe’ space for building confidence; (3) Professional development—insights into person-centred inquiry, personal biases, and emotional challenges; (4) Limitations—including the desire for more complexity, and technical challenges noted. Conclusions: The development of this virtual patient simulation enabled healthcare students to engage with a multidimensional perspective on pain, fostering skills essential for biopsychosocial pain assessment and patient-centred care. Although designed and piloted with physiotherapy students, this model holds potential for broader application across healthcare disciplines. Full article

Background: The role of social support in fostering academic engagement (AE) and life satisfaction (LS) is well established, as both are essential for student well-being and success. Theoretical frameworks suggest that distinct sources of social support contribute uniquely to these outcomes. However, limited research has explored these relationships in specific populations, such as nursing and physiotherapy students. Methods: This study aimed to examine the differential relationships between three sources of social support (family, significant other, and friends), AE and LS in a sample of 363 university students (84% female, M_age = 26.52, SD = 8.13) in Croatia (nursing and physiotherapy program). A cross-sectional design was employed using self-reported data. Results: The results of a hierarchical regression analysis revealed that family support was the only significant positive predictor of both AE and LS. Among the demographic variables, an older age was associated with higher AE and LS, while employed students reported lower LS. The findings were consistent across younger (18–24 years) and older (25–48 years) subgroups, with the exception of older students’ AE, where none of the social support sources emerged as significant predictors. Regarding bivariate correlations, all three social support subscales correlated positively with AE and LS, but the correlations were higher for LS. Conclusions: These results highlight the central role of family support in academic and life outcomes for nursing and physiotherapy students, offering insights for targeted interventions to enhance student well-being. Full article

Background: Empathy and assertiveness are two essential soft skills for health professionals such as nurses or physiotherapists. Both professions are characterised by their contribution to preserving and improving health and human care, and for their vocation of service. One of the achievements of the training is the voluntary, conscious, and individually inspired career choice. Objectives: This study aimed to evaluate the empathy, assertiveness, and care vocational levels among undergraduate students enrolled in Nursing and Physiotherapy Degree programmes and to investigate the relationship between these soft skills and the care vocation. Methods: A cross-sectional study of nursing and physiotherapy students was conducted in the 2023/2024 academic year. The Interpersonal Reactivity Index scales for empathy, the Rathus test for assertiveness, and the “Vocation of Service for Human Care” questionnaire were used as study tools. Finally, 226 nursing and physiotherapy students participated after providing informed consent, excluding those on national or international exchange programmes. Results: The empathy, assertiveness, and vocation of service for human care of the students was found to be acceptable. Significant differences were observed according to the gender variable or career among the students, with female students presenting better results in empathy subscales or vocation (p < 0.05). Students who were working or had clinical experience in other professions scored lower on the empathy personal distress subscale (p < 0.05). Conclusions: Both nursing and physiotherapy students demonstrate satisfactory levels of empathy, assertiveness, and vocation for human care. However, gender and previous work experience notably influence these scores. It would be beneficial to conduct long-term studies with educational interventions to train and develop empathy, assertiveness, and vocation for human care. Full article

Clinical education is a fundamental component of physiotherapy entry-level education programs, with practice education being a core element. The aim of this scoping review is to identify and define the competencies of physiotherapy students in clinical settings. This review followed the five steps of the Arksey and O’Malley framework, employing a search strategy that utilized Mesh terms. Searches were performed in PubMed, CINAHL, Scopus, ERIC, WOS, and PsycINFO, with additional exploration of the grey literature. The inclusion criteria were defined using Peter’s concept: (population) physiotherapy students; (concept) competencies aligned with the WCPT educational framework; (context) clinical environment. A total of 1798 sources were identified, and 86 studies were finally selected. Studies originated from 14 countries, with the United States, Australia, and Canada being the most represented. Of the selected studies, 62 used specific tools to identify competencies. The “Clinical Performance Instrument” and the “Assessment of Physiotherapy Practice” were the most frequently used instruments and covered all of the World Physiotherapy competencies’ domains. “Clinical Competence” emerged as the most widely recognized and utilized term across countries. Among the WCPT domains, “Physiotherapy Assessment and Intervention”, “Ethical and Professional Practice”, and “Communication” were the most represented, whereas “Evidence-Based Practice” and “Quality Improvement” were the least mentioned. Full article

Background: Postoperative physiotherapy is a cornerstone of Enhanced Recovery After Surgery (ERAS) programs, especially following lung resection. Despite its importance, the literature lacks clear recommendations and guidelines, particularly regarding the role of incentive spirometry (IS). This study aims to determine whether incentive spirometry offers additional benefits over early ambulation alone in patients undergoing lung resection for primary lung cancer. Methods: We conducted a retrospective case–control study at the European Institute of Oncology (IEO) involving patients who underwent lung resection from June 2020 to June 2022. Patients were divided into two cohorts: early ambulation alone (control group) and early ambulation with IS (IS group). The primary endpoint was the rate of postoperative pulmonary complications. Secondary endpoints included length of hospital stay and time to chest drain removal. A propensity score-matched analysis was performed based on age, sex, and BMI. Data were compared using Chi-squared and Student’s t-tests as appropriate. Results: A total of 304 patients were included, with 153 in the intervention group and 151 in the control group. After propensity-score matching, 52 patients from each cohort were compared. No significant differences were found between the groups regarding postoperative oxygen requirement, fever, atelectasis, residual pleural space, need for bronchoscopy toilette, and re-hospitalization rate. IS group showed trends toward shorter hospital stays and lower time to chest drain removal, though without reaching statistical significance. Conclusions: IS did not significantly improve postoperative outcomes compared to early ambulation alone in patients undergoing lung resection for primary lung cancer. More extensive, prospective, randomized trials are needed to confirm these findings. Full article

For feedback to be productive, it relies on the interactions of participants, design elements, and resources. Yet, complexities in clinical education pose challenges for feedback practices in students and teachers, and efforts to improve feedback often ignore the influence of culture and context. A recent sociocultural approach to feedback practices recognized three layers to understand the complexity of productive feedback: the encounter layer, the design layer, and the knowledge layer. This study explores the sociocultural factors that influence productive feedback practices in clinical settings from the clinical teacher–student dyad perspective. A cross-sectional qualitative study in a physiotherapy clerkship involved semi-structured interviews with ten students and eight clinical educators. Convenience sampling was used, and participation was voluntary. Employing thematic analysis from a sociocultural perspective, this study examined feedback practices across the three layers of feedback practices. The analysis yielded different elements along the three layers that enable productive feedback practices in the clinical workplace: (1) the feedback encounter layer: dyadic relationships, mutual trust, continuity of supervision, and dialogue; (2) the feedback design layer: enabled learning opportunities and feedback scaffolding; (3) the knowledge domain layer in the clinical culture: Growing clinical experience and accountability. In the context of undergraduate clinical education, productive feedback practices are shaped by social–cultural factors. Designing feedback practices should consciously integrate these components, such as cultivating relationships, fostering guidance, enhancing feedback agency, and enabling supervised autonomy to promote productive feedback. Full article

The elbow-assisting device, L-CADEL, was analyzed by testing a prototype of design version three (v3) with the aim of discussing design improvements to solve problems and improve operational performance. The test results reported are from a lab testing campaign with 15 student volunteers from the engineering and physiotherapy disciplines. The main aspects of attention of the reported investigation are data analyses for motion diagnostics, comfort in wearing, operation efficiency, and the mechanical design of the arm platform and cable tensioning. Full article

Case-based learning (CBL) is an educational method widely used in health professional training, emphasizing theoretical knowledge’s practical application. However, traditional CBL has many challenges related to the complexity and accessibility of case scenarios and its demands on educators to effectively facilitate and evaluate student discussions. Despite its popularity and proven benefits, the comparative effectiveness and efficiency of CBL against newer educational technologies still need to be explored. In this quasi-experimental study, third-year physiotherapy students at the University of Lleida used a computer program for procedural content generation (PCG) and interactive clinical cases (ICs), and assessed them using the Spanish physiotherapy self-efficacy scale and the System Usability Scale, and a satisfaction scale. The study showed a significant improvement in self-efficacy among participants after using PCG and ICs. The usability of the PCG was moderate, while the ICs scored higher and had greater user satisfaction. Satisfaction metrics revealed a strong preference among students for incorporating clinical cases into other subjects, with higher satisfaction levels observed in the IC group compared to the PCG group. The study demonstrated that PCG and ICs significantly enhance clinical skills acquisition in physiotherapy education by improving student performance and engagement. Full article