The Use of Digital Technologies in Physiotherapy Higher Education: a Mixed-Methods Study.
Francesca Trentini, Chiara Fante, Flavio Manganello and 2 others
PMID 40078578WHAT IT FOUND
Italian physiotherapy lecturers rarely use advanced digital tools like virtual reality or audience response systems, with 81% never using VR.
While they know about video conferencing, they lack confidence in using newer technologies, citing infrastructure and training gaps.
Key findings
01Most participants declared they never used virtual reality (81%), forums and online study groups (65%), social media (65%), audience response systems (62%), tools for blended or asynchronous learning (45%), apps for communication (37%) and learning management systems (36%).
02Regarding confidence in using digital technologies in higher education, consensus was achieved for only 3 (33%) out of 9 statements.
03Participants raised concerns about inadequate infrastructure, tool functionality, and university connectivity, as well as 'technological illiteracy' and lack of training.
STILL TO COME
How it was doneWhat they found
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What it does not show
The survey instrument was created ad hoc without prior validation. Sample size and response rate could not be calculated as the total population of Italian physiotherapy lecturers is undefined. Participants were predominantly female and from northern Italy, limiting generalizability. Self-reported data is subject to recall and social desirability bias. The study describes educational practices but does not measure clinical outcomes or student competency.
Declared interests
The authors declare no conflict of interest. No specific funding was received.
The easy way to misread this
Do not interpret these findings as evidence that digital technologies are ineffective or that lecturers are resistant to change. The study reports self-perceived knowledge and usage frequency in a specific Italian context, not the actual pedagogical impact or clinical effectiveness of the tools.