E-learning communication skills training for physiotherapy students: A two phased sequential mixed methods study.

ABSTRACT

OBJECTIVE: Test whether a single e-learning session can improve empathy and communication across pre-registration and postgraduate physiotherapy students. METHODS: Design: Two-phase sequential mixed methods study. Phase 1 Pilot randomised control trial. Phase 2 Qualitative study using interpretive phenomenological analysis. SAMPLING A purposive sample for both phases. OUTCOME MEASURES: Phase 1 At baseline, post and 6-week follow up. Demographics. PRIMARY OUTCOME: Inter-personal Reactivity Index (IRI). Phase 2 Demographics and interview schedule. INTERVENTION An e-learning (E) narrative intervention group or active control condition. ANALYSIS: Phase 1 Descriptive statistics and confidence intervals. Mann-Whitney U test to compare across group change. Phase 2 Thematic analysis. RESULTS: Thirty-nine participants took part in the mixed methods study (Phase 1 n = 25; Phase 2 n = 14). Phase 1 No significant differences between groups were identified. Potentially importance changes across time were found for the intervention group and control group. Phase 2 results identified 5 themes and 12 sub-themes. CONCLUSION: The e-learning groups identified an increase in the perceived ability to handle distressing communication. Other important findings from the e-learning are discussed. Further research is warranted. Practical Implications Novel e-learning intervention may have an important role in curriculum development and clinical practice to promote therapeutic communication. PRACTICAL IMPLICATIONS Novel e-learning intervention may have an important role in curriculum development and clinical practice to promote therapeutic communication.