Lessons learned from the digital transformation of physiotherapy education: A phenomenological study

Objective The Covid-19 pandemic changed education globally with a rapid reduction of in-person learning and increase in e-learning. This was challenging for students with themes of poorer motivation, reduced engagement, and difficulty translating knowledge into practical skills. Although Covid-19 restrictions have been removed in the UK, increased e-learning is likely to be permanently integrated in healthcare programmes by most UK universities. Therefore, programmes need to evaluate their e-learning to learn lessons for the future. This study aimed to understand physiotherapy students’ experiences of e-learning and what, if any, specific topics were more challenging and why they felt this was the case to identify how e-learning can be developed to meet their needs. Methods A descriptive phenomenological methodology and purposive sampling of physiotherapy students at a UK university was used. Two semi-structured focus groups were conducted, data was analysed using reflexive thematic analysis. Results Four themes were constructed which were: connected but disconnected; collaborative disengagement; practicality for professional identity; and disembodiment with anatomy. Conclusions For vocational healthcare courses with substantial practical skill development required to meet regulatory standards, the balance of online and in-person learning will continue to be a challenge. The changes to education delivery which occurred because of the Covid-19 pandemic have provided educators with an opportunity to reflect on the challenges facing both students and the profession itself in this increasingly online world. Recommendations from this study include integrating online communication skills within the curriculum, prioritising digital skills, and embracing emerging immersive technologies to enhance anatomy learning. Implications for educational practice •The balance of online and in-person learning for professional healthcare programmes is challenging•Curriculums should include development of online communication skills to support students learning experience in the online classroom and to develop the skills required for the future workplace•Digital skill development should be integrated into programmes to reflect the changing professional climate of healthcare•MSK programmes using online anatomy learning needs to include embodied experiences with sensory-motor activities to support deep learning of the topic, digital tools such as iVR may be appropriate to support this