Dr Christian Barton1, Mrs Rachael Lowe2, Mrs Allison Ezzat3,4
1La Trobe Sport And Exercise Medicine Research Centre, Bundoora, Australia, 2Physiopedia, , United Kingdom, 3School of Population and Public Health, University of British Columbia, Vancouver, Canada, 4British Columbia Children’s Hospital Research Institute, Vancouver, Canada
Aim: Our previous research highlights knowledge gaps amongst physiotherapists managing musculoskeletal conditions, with a paucity of engaging learning resources identified as a key barrier. Recent online multimedia innovations have potential to be more engaging than traditional written information formats (e.g. journal articles). This study explores online learning preferences of physiotherapists to inform the design of multimedia knowledge translation interventions.
Method: 323 physiotherapists from 67 countries were recruited from a ‘Physiopedia’ led massive open online learning course (MOOC) related to physical activity and exercise. Each completed an online survey exploring preferred multimedia formats (podcasts, infographics, video, research articles, written summaries, and images), and other knowledge translation interventions. The value of active learning interventions including face-to-face workshops, online discussion forums, reflective activities and literature searches were also explored.
Results: Physiotherapist learning preferences were diverse. Information visualisation resources were most desired, with infographics and videos preferred by 38% and 35% of respondents respectively. Podcasts were least desired, preferred by only 13% of respondents. Physiotherapists found quizzes the most useful additional active intervention (64% finding them ‘very useful’). Discussion forums were reported to be least useful (21% finding them ‘not useful’). Online resources were preferred compared to face-to-face workshops. However 61% of respondents believed workshops in addition to an online course would enhance learning.
Significance of the findings to allied health: Diverse learning preferences of physiotherapists highlight the need for multifaceted multimedia interventions when designing online knowledge translation interventions. Visualisation resources including infographics and video should be prioritised, and active learning strategies