Browsing by Author "Rowe, M."
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- Blended intensive program for enhancing knowledge and skills towards the use of artificial intelligence by physiotherapy studentsPublication . Alves Lopes, António; Chana Valero, P.; Alessie, J.; Tavakoli, A.; Dvoracek. M.; Lastovicka. O.; Klein, T.; Schneider, D.; Lehtiniemi, O.; Garcia-Muro San José, F.; Saris, R.; Grüneberg, C.; Arntz, A.; Teztlaff, M.; Rowe, M.Introduction: Blended Intensive Programs (BIP) combine short-term mobility with online collaboration in higher education. These programs enable students from Higher Education Institutions (HEI) to engage in interdisciplinary learning. This study explores the self-reported impact of a BIP focused on Artificial Intelligence (AI) and its applications in self-productivity, education, research, and clinical practice. The programme aimed to provide students with opportunities to experience how AI can improve workflow efficiency and communication, support learning, facilitate research, and contribute to clinical practice. Methodology: A consortium of nine institutions across seven countries organised a BIP from January 27 to February 21, 2025. The programme involved 15 teachers and 30 students, including two online sessions and an in-person week. The program covered the concept, history, and trends of Artificial Intelligence (AI), along with its applications in learning, research, and clinical practice. Topics include AI as a personal coach, learning assistant, creative partner, research aid, and clinical companion. The programme also addressed opportunities, challenges, and ethical considerations in physiotherapy education and practice. Student feedback on their experiences and learning outcomes was collected through an online questionnaire with a Likert scale and open-ended questions. Results: Out of 30 participants, 28 responded to the survey. The majority reported an increased understanding of Artificial Intelligence (AI) and its ethical considerations. Many found the programme beneficial in developing their knowledge and skills in applying AI to personal productivity, learning, research, and clinical practice. Topics such as AI as a personal coach, learning assistant, creative partner, research aid, and clinical companion were positively received. Regarding programme structure and support, most respondents felt well-informed about its organisation and content. Access to relevant documents was generally well-rated, and teacher support during lectures, workshops, and student presentations was viewed positively. In terms of overall quality, 23 participants rated the programme as Very Good, and 4 as Good. Additionally, 24 respondents Strongly Agreed that they would recommend the programme to other students, 3 Agreed. Conclusions: The survey data suggests that the BIP may have contributed to students’ overall understanding of Artificial Intelligence and its applications in learning, research, and clinical practice. The programme structure, combining online sessions with in-person activities, received generally positive feedback. Participants highlighted the relevance of AI in various contexts, particularly in productivity, education, and professional development. The findings indicate the potential benefits of incorporating BIPs into healthcare education to foster interdisciplinary collaboration and innovation in AI. However, the study’s limitations, including the small sample size and reliance on self-reported data, should be considered when interpreting the results. Future research could explore the long-term impact of such programmes on students’ professional paths and contributions to AI-driven initiatives. Studies with larger sample sizes and objective learning outcome assessments could provide a more comprehensive evaluation of BIPs in education and inform their further development.
- Blended intensive programme for enhancing knowledge and skills towards the use of artificial intelligence by physiotherapy studentsPublication . Alves Lopes, António; Valero, P. Chana; Alessie, J.; Tavakoli, A.; Dvoracek, M.; Lastovicka, O.; Klein, T.; Schneider, D.; Lehtiniemi, O.; San José, F. Garcia-Muro; Saris, R.; Grüneberg, C.; Arntz, A.; Teztlaff, M.; Rowe, M.Introduction: Blended Intensive Programs (BIP) combine short-term mobility with online collaboration in higher education. These programs enable students from Higher Education Institutions (HEI) to engage in interdisciplinary learning. This study explores the self-reported impact of a BIP focused on Artificial Intelligence (AI) and its applications in self-productivity, education, research, and clinical practice. The programme aimed to provide students with opportunities to experience how AI can improve workflow efficiency and communication, support learning, facilitate research, and contribute to clinical practice. Methodology: A consortium of nine institutions across seven countries organised a BIP from January 27 to February 21, 2025. The programme involved 15 teachers and 30 students, including two online sessions and an in-person week. The programme covered the concept, history, and trends of AI, along with its applications in learning, research, and clinical practice. Topics include AI as a personal coach, learning assistant, creative partner, research aid, and clinical companion. The programme also addressed opportunities, challenges, and ethical considerations in physiotherapy education and practice. Student feedback on their experiences and learning outcomes was collected through an online questionnaire with a Likert scale and open-ended questions. Results: Out of 30 participants, 28 responded to the survey. The majority reported an increased understanding of AI and its ethical considerations. Many found the programme beneficial in developing their knowledge and skills in applying AI to personal productivity, learning, research, and clinical practice. Topics such as AI as a personal coach, learning assistant, creative partner, research aid, and clinical companion were positively received. Regarding programme structure and support, most respondents felt well-informed about its organisation and content. Access to relevant documents was generally well-rated, and teacher support during lectures, workshops, and student presentations was viewed positively. In terms of overall quality, 23 participants rated the programme as Very Good, and 4 as Good. Additionally, 24 respondents Strongly Agreed that they would recommend the programme to other students, 3 Agreed. Conclusions: The survey data suggests that the BIP may have contributed to students’ overall understanding of Artificial Intelligence and its applications in learning, research, and clinical practice. The programme structure, combining online sessions with in-person activities, received generally positive feedback. Participants highlighted the relevance of AI in various contexts, particularly in productivity, education, and professional development. The findings indicate the potential benefits of incorporating BIPs into healthcare education to foster interdisciplinary collaboration and innovation in AI. However, the study’s limitations, including the small sample size and reliance on self-reported data, should be considered when interpreting the results. Future research could explore the long-term impact of such programmes on students’ professional paths and contributions to AI-driven initiatives. Studies with larger sample sizes and objective learning outcome assessments could provide a more comprehensive evaluation of BIPs in education and inform their further development.
- Digital health bip: a multi-institutional blended intensive program for enhancing digital health competencies in physiotherapy studentsPublication . Alves Lopes, António; Jocham, B.; Grüneberg, C.; Weber, F.; Lötters, F.; Rietvelt, J.; Wijchen, J. van; Vilaró, J.; Rowe, M.; Natunen, P.Introduction: Blended Intensive Programs (BIP) combine short-term mobility with online collaboration in higher education. These initiatives aim to facilitate joint program development for students and academics within Higher Education Institutions (HEI), focusing on areas such as Digital Health and Emerging Technologies in Health Care. This study examines the self-reported impact of a BIP designed to address participants' awareness and knowledge of integrating digital health into their practice. Methodology: A consortium of nine institutions across eight countries developed a two-month BIP that ran from March 4 to April 30, 2024. The program included 11 teachers and 34 students, consisting of three online sessions and an in-person week. The curriculum covered digital health technologies and their applications in physiotherapy, with a focus on patient care strategies. An online questionnaire with Likert scale and open-ended questions was used to collect participants' feedback on their experiences and learning outcomes. Results: Out of 34 participants, 20 responded to the survey. The data indicated that most respondents reported increased awareness about Digital Health, while most noted enhanced knowledge of integrating digital health technologies into practice. Many participants identified the role of innovation in addressing health-related problems. Regarding program structure, a significant portion of respondents reported feeling well-informed, and a large majority noted effective teacher support during lectures. Overall program quality was rated as either Very Good or Good by all respondents, with all participants indicating they would recommend the program to others. The survey also revealed generally positive feedback on the relevance of lectures and activities, as well as on the availability of program documents and support during workshops and student presentations. Conclusions: The survey data indicates that the BIP may have contributed to participants' understanding and integration of digital health in practice. The program structure, which combined short-term mobility with online collaboration, received generally positive feedback from participants. These findings suggest potential benefits in incorporating BIPs into healthcare education for promoting interdisciplinary collaboration and innovation in digital health. However, the study's limitations, including the small sample size and reliance on self-reported data, should be considered when interpreting the results. Future research could explore the long-term impact of such programs on students' career trajectories and contributions to digital health initiatives. Such studies might benefit from larger sample sizes, longitudinal designs, and objective measures of learning outcomes to provide a more comprehensive evaluation of the effectiveness of BIPs in healthcare education and to derive ideas for the further development of the BIPs.
- Digital health BIP: a multi-institutional blended intensive program for enhancing digital health competencies in physiotherapy studentsPublication . Alves Lopes, António; Jocham, B.; Grüneberg, C.; Weber, F.; Lötters, F.; Rietvelt, J.; van Wijchen, J.; Vilaró, J.; Rowe, M.; Natunen, P.Introduction: Blended Intensive Programs (BIP) combine short-term mobility with online collaboration in higher education. These initiatives aim to facilitate joint program development for students and academics within Higher Education Institutions (HEI), focusing on areas such as Digital Health and Emerging Technologies in Health Care. This study examines the self-reported impact of a BIP designed to address participants' awareness and knowledge of integrating digital health into their practice. Methodology: A consortium of nine institutions across eight countries developed a two-month BIP that ran from March 4 to April 30, 2024. The program included 11 teachers and 34 students, consisting of three online sessions and an in-person week. The curriculum covered digital health technologies and their applications in physiotherapy, with a focus on patient care strategies. An online questionnaire with Likert scale and open-ended questions was used to collect participants' feedback on their experiences and learning outcomes. Results: Out of 34 participants, 20 responded to the survey. The data indicated that a majority of respondents reported increased awareness about Digital Health, while most noted enhanced knowledge of integrating digital health technologies into practice. Many participants identified the role of innovation in addressing health-related problems. Regarding program structure, a significant portion of respondents reported feeling well-informed, and a large majority noted effective teacher support during lectures. Overall program quality was rated as either Very Good or Good by all respondents, with all participants indicating they would recommend the program to others. The survey also revealed generally positive feedback on the relevance of lectures and activities, as well as on the availability of program documents and support during workshops and student presentations. Conclusions: The survey data indicates that the BIP may have contributed to participants' understanding and integration of digital health in practice. The program structure, which combined short-term mobility with online collaboration, received generally positive feedback from participants. These findings suggest potential benefits in incorporating BIPs into healthcare education for promoting interdisciplinary collaboration and innovation in digital health. However, the study's limitations, including the small sample size and reliance on self-reported data, should be taken into account when interpreting the results. Future research could explore the long-term impact of such programs on students' career trajectories and contributions to digital health initiatives. Such studies might benefit from larger sample sizes, longitudinal designs, and objective measures of learning outcomes to provide a more comprehensive evaluation of the effectiveness of BIPs in healthcare education and to derive ideas for the further development of the BIPs.