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2024-02-16T16:41:59Z2024-02-16T16:41:59Z202121https://doi.org/10.1186/s12909-021-02486-11472-6920http://hdl.handle.net/1843/64054https://orcid.org/0000-0003-0470-6361https://orcid.org/0000-0003-3532-7882https://orcid.org/0000-0002-9405-5699https://orcid.org/0000-0003-3758-7493Background: Motor learning (ML) science is foundational for physical therapy. However, multiple sources of evidence have indicated a science-practice gap. Clinicians report low self-efficacy with ML concepts and indicate that the lack of access to systematic training is a barrier for practical implementation. The general goal of this preliminary study was to describe the effects of a new educational intervention on physical therapy student’s ML self-efficacy and knowledge. Methods: Self-efficacy was assessed with the Physical Therapists’ Perceptions of Motor Learning questionnaire. Data was acquired from third-semester students before their participation in the ML educational intervention. Reference self-efficacy data was also acquired from physical therapy professionals and first and last-semester students. The educational intervention for third-semester students was designed around an established framework to apply ML principles to rehabilitation. A direct experience, the “Learning by Doing” approach, in which students had to choose a motor skill to acquire over 10 weeks, provided the opportunity to apply ML theory to practice in a personally meaningful way. After the intervention self-efficacy was re-tested. ML knowledge was tested with an objective final exam. Content analysis of coursework material was used to determine how students comprehended ML theory and related it to their practical experience. The Kruskal-Wallis and Mann-Whitney U tests were used to compare self-efficacy scores between the four groups. Changes in self-efficacy after the educational intervention were analyzed with the Wilcoxon test. Spearman rank correlation analysis was used to test the association between self-efficacy and final exam grades. Results: By the end of the intervention, students’ self-efficacy had significantly increased (p < 0.03), was higher than that of senior students (p < 0.00) and experienced professionals (p < 0.00) and correlated with performance on an objective knowledge test (p < 0.03). Content analysis revealed that students learned to apply the elements of ML-based interventions present in the scientific literature to a real-life, structured ML program tailored to personal objectives. Conclusions: Positive improvements were observed after the intervention. These results need confirmation with a controlled study. Because self-efficacy mediates the clinical application of knowledge and skills, systematic, active training in ML may help reduce the science-practice gap.Antecedentes: A ciência da aprendizagem motora (ML, na sigla em inglês) é fundamental para a fisioterapia. No entanto, múltiplas fontes de evidências indicaram uma lacuna entre a ciência e a prática. Os médicos relatam baixa autoeficácia com conceitos de ML e indicam que a falta de acesso ao treinamento sistemático é uma barreira para a implementação prática. O objetivo geral deste estudo preliminar foi descrever os efeitos de uma nova intervenção educacional na autoeficácia e no conhecimento de ML de estudantes de fisioterapia. Métodos: A autoeficácia foi avaliada por meio do questionário Percepções de Aprendizagem Motora dos Fisioterapeutas. Os dados foram adquiridos de alunos do terceiro semestre antes de sua participação na intervenção educativa de ML. Dados de referência de autoeficácia também foram adquiridos de profissionais de fisioterapia e alunos do primeiro e último semestre. A intervenção educacional para alunos do terceiro semestre foi concebida em torno de uma estrutura estabelecida para aplicar os princípios de ML à reabilitação. Uma experiência direta, a abordagem “Aprender fazendo”, na qual os alunos tiveram que escolher uma habilidade motora para adquirir ao longo de 10 semanas, proporcionou a oportunidade de aplicar a teoria de ML à prática de uma forma pessoalmente significativa. Após a intervenção, a autoeficácia foi testada novamente. Os conhecimentos de ML foram testados com um exame final objetivo. A análise de conteúdo do material do curso foi usada para determinar como os alunos compreenderam a teoria de ML e a relacionaram com sua experiência prática. Os testes Kruskal-Wallis e Mann-Whitney U foram utilizados para comparar os escores de autoeficácia entre os quatro grupos. As alterações na autoeficácia após a intervenção educativa foram analisadas por meio do teste de Wilcoxon. A análise de correlação de postos de Spearman foi utilizada para testar a associação entre autoeficácia e notas no exame final. Resultados: Ao final da intervenção, a autoeficácia dos estudantes aumentou significativamente (p < 0,03), foi superior à dos estudantes concluintes (p < 0,00) e dos profissionais experientes (p < 0,00) e correlacionou-se com o desempenho em um objetivo teste de conhecimento (p < 0,03). A análise de conteúdo revelou que os alunos aprenderam a aplicar os elementos das intervenções baseadas em ML presentes na literatura científica a um programa de ML estruturado e da vida real, adaptado a objetivos pessoais. Conclusões: Foram observadas melhorias positivas após a intervenção. Esses resultados precisam de confirmação com um estudo controlado. Dado que a autoeficácia mede a aplicação clínica de conhecimentos e competências, a formação sistemática e ativa em ML pode ajudar a reduzir a lacuna entre a ciência e a prática.CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorengUniversidade Federal de Minas GeraisUFMGBrasilEEF - DEPARTAMENTO DE FISIOTERAPIABMC medical educationAprendizagem motoraAprendizagem ativaEducaçãoFisioterapia - estudo e ensinoMotor learningActive learningEducationPhysical therapyTesting a new active learning approach to advance motor learning knowledge and self-efficacy in physical therapy undergraduate educationTestando uma nova abordagem de aprendizagem ativa para aprimorar o conhecimento de aprendizagem motora e a autoeficácia no ensino de graduação em fisioterapiainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02486-1Daniela V. VazErica M. R. FerreiraGiulia B. PalmaOsnat Atun-EinyMichal KafriFabiane Ribeiro Ferreiraapplication/pdfinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGORIGINALTesting a new active learning approach to advance motor learning knowledge and self-efficacy in physical therapy undergraduate education.pdfTesting a new active learning approach to advance motor learning knowledge and self-efficacy in physical therapy undergraduate education.pdfapplication/pdf5456597https://repositorio.ufmg.br/bitstream/1843/64054/2/Testing%20a%20new%20active%20learning%20approach%20to%20advance%20motor%20learning%20knowledge%20and%20self-efficacy%20in%20physical%20therapy%20undergraduate%20education.pdf0e2afd60a33c67ce039703eec248bab4MD52LICENSELicense.txtLicense.txttext/plain; charset=utf-82042https://repositorio.ufmg.br/bitstream/1843/64054/1/License.txtfa505098d172de0bc8864fc1287ffe22MD511843/640542024-02-16 13:41:59.668oai:repositorio.ufmg.br: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Repositório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2024-02-16T16:41:59Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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