Physiotherapy January 2003/vol 89/no 1
57Abstracts
Heather Thornton, J AlltreeUniversity of HertfordshireIntroduction The University of Hertfordshire has recentlyintroduced a managed learning environment to supportstudent learning. It was integrated into a third-year module.Implementation included electronically mediateddiscussion groups, news and teaching support. Teachingmaterials, including those produced by the students, wereposted on the managed learning environment. Theassessment was based on literature available electronically.
Aims Evaluate the student use and perception of themanaged learning environment. Consider the implications for future module development.
Method The evaluation was carried out using twoquestionnaires. Questionnaire 1 was module specific andquestionnaire 2 evaluated information technology skillsacross all cohorts. Usage and content of the managedlearning environment were surveyed.
Findings Questionnaire 1 – 98% found the managed learningenvironment quite or very easy to use and 74% used it atleast ‘most weeks’. The following were rated quite or veryuseful: student material 95%, lecturer material 100%, classdiscussion 81%, and news 69%.
Questionnaire 2 – All cohorts are confident with spreadsheetsand word processing, but the first years more so. However,the third years are more confident with accessing electronicjournals and databases.
Qualitative feedback and survey information were alsopositive.
Discussion The integration of the managed learningenvironment has been successful in terms of operation andfrom the student perspective. Strategies for implementationare be discussed. The third-year students are moreconfident in the use of electronic databases and journals,but a causal link with managed learning environment usageis yet to be established. These skills are essential forevidence-based practice and continuing professionaldevelopment. The high level of confidence in first-yearstudents in generic information technology skills shouldfacilitate their engagement with the managed learningenvironment.
Conclusion The managed learning environment providesan opportunity for supporting student learning and drivingthe development of information technology skills.Successful integration into a module has beendemonstrated. The high level of first-year informationtechnology skills suggests a positive future for managedlearning environments.
Priorities for Physiotherapy Research in the United Kingdom
Integration of a Managed Learning Environment into aPhysiotherapy Undergraduate Course
Tracy Bury, H Ektvedt, S MaddenResearch and Clinical Effectiveness Unit,Chartered Society of PhysiotherapyIntroduction Funding for research is difficult to obtain andis influenced by the priorities of the funding organisations.The purpose of this project was to identify priority topicsfor physiotherapy research in the United Kingdom in orderfor the Chartered Society of Physiotherapy to influencemore effectively national research priority setting exercisesand research funders.
Method An open call for research topics was widelypublicised. The nominal group process was then used todevelop consensus. Topics were categorised and distributedto six expert panels. Two meetings of each panel took placeto prioritise topics using set criteria. After the first meetingof each panel, up to ten topics were developed intovignettes for consideration at the second meetings. Thesemeetings were used to review the topics and agree if theyremained a priority, along with identifying the top fivetopics per panel. A consensus meeting was held withrepresentatives of each panel to agree the top ten prioritiesfor the profession.
Results 309 research topics were submitted. Topics weredistributed across the panels: older people – 31, neurology– 53, cardiorespiratory – 44, musculoskeletal – 119,women’s health and paediatrics – 26, mental health andlearning disabilities – 24. Twelve topics were classified aslife-long learning (LLL), which fell outside the remit of thepanels. These were considered by the Chartered Society ofPhysiotherapy’s CPD/LLL Panel and four vignettesprepared. At the panel meetings some topics were mergedor discarded, resulting in 56 priorities for physiotherapyresearch.
Discussion The nominal group process provided a suitablemethod for establishing priorities for research. All of thepriorities identified will be pursued with external funders toinfluence research agenda and funding opportunities.Discussions will be held with the Chartered Society ofPhysiotherapy Charitable Trust to explore the scope tocommission research against the top ten prioritiesidentified.
