Local experience of laboratory activities in a BS physical therapy course: integrating sEMG and kinematics technology with active learning across six cohorts

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dc.contributor.authorDe la Fuente, Carlos
dc.contributor.authorNeira, Alejandro
dc.contributor.authorMachado, Álvaro S.
dc.contributor.authorDelgado-Bravo, Mauricio
dc.contributor.authorKunzler, Marcos R.
dc.contributor.authorde Andrade, André Gustavo P.
dc.contributor.authorCarpes, Felipe P.
dc.date.accessioned2024-05-31T23:27:56Z
dc.date.available2024-05-31T23:27:56Z
dc.date.issued2024-04
dc.descriptionIndexación: Scopus
dc.description.abstractIntroduction: Integrating technology and active learning methods into Laboratory activities would be a transformative educational experience to familiarize physical therapy (PT) students with STEM backgrounds and STEM-based new technologies. However, PT students struggle with technology and feel comfortable memorizing under expositive lectures. Thus, we described the difficulties, uncertainties, and advances observed by faculties on students and the perceptions about learning, satisfaction, and grades of students after implementing laboratory activities in a PT undergraduate course, which integrated surface-electromyography (sEMG) and kinematic technology combined with active learning methods. Methods: Six cohorts of PT students (n = 482) of a second-year PT course were included. The course had expositive lectures and seven laboratory activities. Students interpreted the evidence and addressed different motor control problems related to daily life movements. The difficulties, uncertainties, and advances observed by faculties on students, as well as the students’ perceptions about learning, satisfaction with the course activities, and grades of students, were described. Results: The number of students indicating that the methodology was “always” or “almost always,” promoting creative, analytical, or critical thinking was 70.5% [61.0–88.0%]. Satisfaction with the whole course was 97.0% [93.0–98.0%]. Laboratory grades were linearly associated to course grades with a regression coefficient of 0.53 and 0.43 R-squared (p < 0.001). Conclusion: Integrating sEMG and kinematics technology with active learning into laboratory activities enhances students’ engagement and understanding of human movement. This approach holds promises to improve teaching-learning processes, which were observed consistently across the cohorts of students. Copyright © 2024 De la Fuente, Neira, Machado, Delgado-Bravo, Kunzler, de Andrade and Carpes.
dc.description.urihttps://www.frontiersin.org/journals/neurology/articles/10.3389/fneur.2024.1377222/full
dc.identifier.citationFrontiers in Neurology Volume 15 April 2024 Article number 1377222
dc.identifier.doi10.3389/fneur.2024.1377222
dc.identifier.issn1664-2295
dc.identifier.urihttps://repositorio.unab.cl/handle/ria/57229
dc.language.isoen
dc.publisherFrontiers Media SA
dc.rights.licenseAtribución 4.0 Internacional (CC BY 4.0 DEED)
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/deed.es
dc.subjectActive methods
dc.subjectBiomechanics
dc.subjectEducation
dc.subjectLaboratory
dc.subjectsEMG
dc.titleLocal experience of laboratory activities in a BS physical therapy course: integrating sEMG and kinematics technology with active learning across six cohorts
dc.typeArtículo
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