ESSA - DF - Congressos e eventos científicos (inclui comunicações e posters em atas de conferências/encontros científicos)
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- Usage and acceptance of digital health among physiotherapists: an international cross-sectional surveyPublication . Kloek, Corelien; Hoef, Sander van de; Grüneber, Christian; Häger, Charlotte; Alves Lopes, António; McComiskie, Euan; Merolli, Mark; Veenhof, CindyBackground: Digital health refers to services, support and information provided via digital communication and devices. It can support the physiotherapy process, including the collection, recording, and sharing of data, as well as in clinical decision-making and intervention. Worldwide, digital health is seen as part of the solution to challenges related to accessibility of physiotherapy, rising costs and workforce shortages. With emerging international digital health statements, guidelines and competence frameworks, the profession is expected to rise to the demands on technology use and skills. However, a lack of knowledge remains of current usage and acceptance of digital health among physiotherapists across different countries. Purpose:To gain an international overview of physiotherapist’s usage of digital health and their acceptance and attitudes towards digital health. Methods: A digital survey with eight categories of digital health aspects was developed via an international collaboration across six nations. Physiotherapists were asked whether they used the different types of technology, and if yes, for what percentage of their patients. Also, a translated and adapted version of the Unified Theory of Acceptance and Use of Technology (UTAUT2) was integrated. The survey was translated from English to Dutch, Swedish, German, and Portuguese and pre-tested for readability. Recruitment lasted for six months and took place in 2023 (Sweden), 2024 (The Netherlands, Germany and Australia). Portugal and United Kingdom will start in 2025. Physiotherapists working in any setting were eligible for participation, and were recruited via newsletters, work places, professional organizations and social media. Descriptive statistics were used to analyze the data. Results : More than 500 physiotherapists have filled out the survey to date, and they varied according to age, work setting and specialization. Technology to record and share data, and to inform and social support, were the most used across all participating countries. Those who used digital health interventions, reported to use it only in a minority (1-33%) of their patients. Less currently used, but of great interest were gamification, wearables and AI-supported technologies. Data of the adapted UTAUT2 showed higher scores on performance expectancy, effort expectancy and hedonic motivation, and lower scores on habit, price value and social influence. Conclusion(s): Overall, a substantial percentage of physiotherapists in participating countries already use technology to record and share data and to inform and socially support patients. However, of those who use digital health, their use is only with a minority of their patients. More expensive and innovative technologies are less used, but the majority of participants report to be open to use them in future. Investigating digital health usage in more countries, including middle-and low-income countries, as well as monitoring trends over the years will provide important policy insights on the uptake of digital health tools. Implications: The implementation of digital health needs further attention. Policymakers, teachers, managers and physiotherapists can use this kind of data for evaluation of usage in their own context with international data as a comparison. Although implementation strategies should be context-specific, physiotherapists worldwide can learn from each other while working on strategies for better habit formation, price value and social influence.
- Use of artificial intelligence by physiotherapy educators and researchersPublication . Alves Lopes, António; Valero, Pedro; Alessie, JeroenBackground: The rapid development of Artificial Intelligence (AI) technologies offers promising opportunities to transform sectors such as healthcare and education. In physiotherapy, AI has the potential to enhance teaching and research in higher education by introducing innovative learning tools, improving data analysis, and supporting personalized student engagement. AI could also optimize data management, increase the accuracy of clinical studies, and promote interdisciplinary collaboration. However, the integration of AI in physiotherapy education and research presents challenges, particularly regarding ethical issues such as data privacy and bias in AI algorithms, which require careful consideration. Purpose: This survey aimed to assess physiotherapy educators and researchers knowledge, usage, attitudes, concerns, and needs regarding AI integration in education and research. Methods: A descriptive and observational study was conducted using an online survey, distributed through the European Network of Physiotherapy in Higher Education (ENPHE) newsletter and other professional platforms during the 2023-2024 academic year. The survey was designed to assess teachers' knowledge of artificial intelligence (AI), their use of AI in teaching and research, their attitudes toward the integration of AI in health professions education and research, as well as their needs, concerns, and perceptions of risks related to AI. Likert-scale questions were used to systematically collect data, providing a structured evaluation of teachers' perspectives on AI in educational and research contexts. Results: A total of 139 responses were collected from participants across 28 different countries. The collected data was analyzed using descriptive statistics, providing insights into the current state of AI knowledge, usage, and attitudes among physiotherapy educators and researchers. The results of the study show that physiotherapy educators and researchers generally have a positive perception of AI, recognizing its potential to enhance both education and research within their field. Most respondents acknowledge the benefits AI can bring to teaching, such as improving educational processes and personalizing student engagement, as well as optimizing research by enhancing data management and analysis. However, ethical concerns persist, with over respondents expressing reservations. Key concerns include data privacy, and the necessity for clear ethical guidelines to govern the use of AI in educational and research contexts. Additionally, respondents identified a need for increased training and institutional support to effectively integrate AI into their work Conclusion(s): The findings of this study highlight a generally positive attitude towards the integration of AI in physiotherapy education and research, with educators and researchers recognizing its potential to improve teaching and research outcomes. However, significant concerns remain regarding ethical issues such as data privacy and algorithmic bias. Implications: To address these concerns and ensure a successful integration of AI, there is a clear need for increased AI literacy, targeted training, and the development of comprehensive ethical guidelines. Enhancing institutional support and fostering open dialogue on these issues are crucial steps to promote informed, responsible, and effective use of AI in physiotherapy education and research.
- Implementação de programas mistos intensivos (BIPs) para o desenvolvimento de competências na integração de inteligência artificial generativa por alunos e docentesPublication . Alves Lopes, AntónioA crescente incorporação da Inteligência Artificial (IA) nos contextos educativos exige a capacitação simultânea de estudantes e docentes para uma utilização crítica, ética e eficaz destas tecnologias. A presente comunicação descreve o desenho, implementação e avaliação de 2 Programas Mistos Intensivos (Blended Intensive Programme – BIP), promovido pela Escola Superior de Saúde do Alcoitão em colaboração com várias instituições europeias de ensino superior, com o objetivo de desenvolver competências na integração da IA generativa na educação e investigação em saúde. Combinando uma componente virtual e uma semana presencial, os programas exploraram temáticas como organização pessoal, apoio ao ensino e aprendizagem, integridade académica e suporte à investigação, integrando oficinas práticas e momentos de reflexão ética. Os resultados demonstram uma avaliação amplamente positiva por parte dos participantes, com elevados níveis de satisfação relativamente aos conteúdos, apoio, aplicabilidade prática e intenção de recomendação. Estes BIPs revelam-se, assim, uma estratégia eficaz para fomentar a literacia em IA no ensino superior, reforçando a preparação de profissionais para contextos educativos e científicos em constante transformação.
- AI workflows in educationPublication . Allessi, Jeroen; Alves Lopes, António; Valero, Pedro
- Use of the PRINCE2 methodology in the development of environmental physiotherapy education projectPublication . Lopes, António Alves; Noronha, Miguel; Almeida, Patrícia; Vieira, Ana Isabel; Santana, Duarte; Dias, MatildeIntroduction: The Physiotherapy undergraduate curriculum aims to develop graduates who are competent in their field and capable of tackling complex challenges autonomously and creatively. A key focus is also to promote sustainable environmental practices, ensuring that future physiotherapists are equipped to integrate these principles into their professional activities. To achieve this, an adapted pedagogical strategy using the PRINCE2 (PRojects IN Controlled Environments) project management methodology has been implemented for community projects. PRINCE2 is a structured, process-based approach that enhances the organization, management, and control of projects from initiation to closure. Its core principles—such as flexibility, defined roles and responsibilities, and a focus on quality—are instrumental in fostering best practices in project execution. This study explores the use of PRINCE2 in a community-based health education project aimed at enhancing Portuguese physiotherapists' awareness and integration of sustainable environmental practices in their clinical work. Methodology: During the spring semester of 2023, students from Escola Superior de Saúde do Alcoitão, were introduced to a series of challenges to enhance sustainable environmental practices. The PRINCE2 methodology was presented, and roles such as Project Manager, Team Members, and Customer were assigned, with support from Subject Matter Experts. The methodology follows several stages: starting up the project, directing it, initiating, controlling each stage, managing product delivery, overseeing stage boundaries, and closing the project. At each step, roles and responsibilities were clearly defined to ensure smooth progress. The structured process guided students from an initial project mandate through planning and execution to the final evaluation of deliverables. Results: The final product of this project was the translation and adaptation of environmental educational materials for the Portuguese context, resulting in a guide for environmental physiotherapy practices. This adaptation aimed to enable Portuguese physiotherapists to integrate sustainable principles into their clinical practice and work environments. By applying the PRINCE2 methodology, students developed a resource that met quality expectations and equipped physiotherapists with tools to positively influence environmental health through their professional activities. Conclusions: The implementation of the PRINCE2 methodology demonstrated its feasibility for structuring community-based health education initiatives. The approach proved effective and adaptable, making it suitable for similar future projects. The outcomes highlight its dual impact: empowering physiotherapists with sustainable knowledge and contributing to broader efforts for environmental health. This underscores the relevance of incorporating structured project management frameworks like PRINCE2 in health education, preparing future physiotherapists to contribute to sustainability efforts at both local and global levels.
- Understanding student and faculty perspectives on artificial intelligence in health educationPublication . Lopes, António Alves; Delgado, João; Santos, Hugo; Silva, CláudiaIntroduction: Artificial Intelligence (AI) has become increasingly prevalent in healthcare, but there is limited research on students' and faculty members' knowledge, usage, and attitudes towards AI in education. This study aimed to evaluate both students' and faculty members' knowledge of AI, their attitudes towards integrating AI into health professions education, and to identify their needs, concerns, and perceptions of potential risks related to incorporating AI into the curriculum. Methodology: A descriptive study was conducted using an online survey administered to students and faculty members at the Alcoitão School of Health Sciences during the 2023-2024 academic year. The student survey assessed knowledge of AI, use of AI in learning, attitudes towards AI integration in health education, and needs and concerns regarding AI. Likert-scale questions were used for structured evaluation. The faculty survey aimed to assess AI usage, attitudes towards AI integration, and perceived needs and challenges. Results: Responses from 154 students in Physiotherapy, Occupational Therapy, and Speech Therapy programmes showed that, although many possessed a basic understanding of AI concepts (49.4%), there were notable gaps in their knowledge. AI was primarily used to support productivity and learning, but usage remained limited. Students generally held positive views towards AI (65.6%) but expressed concerns about its impact on critical thinking and problem-solving skills (68.8%). Concerns were also raised about AI's effects on critical thinking (68.8%), practical skills (62.4%), privacy (59.7%), and data security (59.7%). Clear guidelines and curricular adjustments were highlighted as important for effective AI integration. Responses from 58 faculty members in Physiotherapy, Occupational Therapy, and Speech Therapy revealed mixed engagement with AI. While many used AI for personal productivity (56.9%), fewer employed it in teaching (32.8%) or research (22.4%). Attitudes towards AI were moderate (average score of 3.76 out of 5), with concerns regarding privacy, data security, and impacts on critical thinking and practical skills. There was strong support for professional training and guidelines for effective AI adoption (average score of 4.63). No significant differences were found between faculty with less than 20 years versus more than 20 years of experience, although more experienced faculty reported slightly higher AI usage in teaching. Conclusions: The findings highlighted the need for educational strategies that integrate AI as a valuable tool in healthcare education. Institutions should revise curricula to include AI-related content and address concerns. Clear guidelines on ethical AI use and practical experiences could enhance understanding of AI and better prepare students and educators for its application. Incorporating AI-related content and addressing both student and faculty concerns could better equip healthcare educators and professionals to adapt to technological changes, supporting their AI readiness in working filed.
- Utilização de portefólios digitais como ferramenta de desenvolvimento e explicitação de competências em alunos de fisioterapiaPublication . Alves Lopes, AntónioResumo: A natureza multidimensional do conhecimento e da prática da Fisioterapia obriga que o perfil de competências do Fisioterapeuta abarque as mais variadas áreas do conhecimento, nomeadamente, as ciências biomédicas, as ciências do movimento, as ciências sociais e clínicas. Um dos sistemas que pode suportar este processo de aprendizagem e reflexão é os Portefólios Digitais, pois estes permitem de uma maneira cronológica, incremental e explícita criar um repositório ativo, evolutivo e reflexivo do percurso pedagógico do aluno, em formato digital. Assume-se assim como objetivo deste projeto implementar a utilização de portefólios digitais como uma ferramenta de desenvolvimento e explicitação de competências em alunos do curso de Fisioterapia da Escola Superior de Saúde do Alcoitão. No que diz respeito à metodologia, os procedimentos relativos a este projeto dividem-se fundamentalmente em três fases: Fase 1 – Revisão Sistemática da literatura acerca da evidência da utilização de Portefólios Digitais como suporte do desenvolvimento e explicitação de competências na formação das Profissões de Saúde (Fisioterapeutas). Fase 2 – Identificação da estrutura e critérios a utilizar para a elaboração de um portefólio contextualizado no modelo educativo da Escola Superior de Saúde do Alcoitão, na descrição de competências do Fisioterapeuta baseado pela World Confederation for Physical Therapy (WCPT) através de uma metodologia Delphi. Fase 3 - Seleção do sistema de Portefólio Digital realizando uma metodologia de análise comparativa das plataformas Open Source e Não Comerciais existentes, implementação e avaliação de um protótipo utilizando checklists de usabilidade e questionários de satisfação a todos os intervenientes. Existe interesse na utilização dos sistemas de Portefólios Digitais no suporte do desenvolvimento e explicitação de competências em alunos de fisioterapia. No caso contextual da fisioterapia isso pode ser um elemento determinante na consolidação deste grupo profissional no contexto nacional e na adequação aos padrões internacionais emanados pela WCPT. Espera assim com o término desse projeto a implementação de um sistema de portefólios digitais válido e adaptado que suporte o ensino e aprendizagem no contexto da fisioterapia em Portugal.
- Bip in global health: a multi-institutional blended intensive program for enhancing global health competenciesPublication . Alves Lopes, António; Carreira, J. Casaca; Costa, D.; Badiola-Zabala, A.; Brottrager, B.; Wittkämper, D.; Molenaar, E.; Maric, F.; Kjønnerød, I. Fjell; Wijchen, J. van; Jokinen, K.; Nikolaisen, L. Johanne; Leeuwen, R. vanIntroduction: Blended Intensive Programs (BIP) in higher education combine short-term mobility with online collaboration, fostering innovative learning and teaching methods. These initiatives facilitate joint curricular development among students, academics, and staff in Higher Education Institutions (HEI) and empower students to develop innovative solutions to global health issues. This study evaluates the self reported impact of a BIP designed to enhance students' understanding of global health and social challenges, with a focus on the Sustainable Development Goals. Methodology: Eight institutions from six countries collaborated to develop a two-month BIP aimed at enhancing health and social students' understanding of global health and social challenges. The program involved 12 teachers and 35 students. It was structured into three online sessions followed by an in-person week. The BIP covered key topics such as migrations, non-communicable diseases, climate change, and economic impacts on global health, with a strong emphasis on the Sustainable Development Goals. An online questionnaire, comprising Likert scale and open-ended questions, surveyed participants, gathering both quantitative data and qualitative feedback to provide a comprehensive overview of their experiences and learning outcomes. Results: Survey responses (n=25) were predominantly positive. Most participants agreed that the BIP increased their awareness and knowledge of global health and social problems, enhanced their understanding of the Sustainable Development Goals, and effectively facilitated understanding of their profession's role in global health issues. Participants appreciated the emphasis on multidisciplinary and interdisciplinary approaches. Teacher support during online and in-person sessions was positively rated. In terms of overall quality, the program received high ratings, with most participants rating it as "Very Good" or "Good." The recommendation rate was also high, with most participants strongly agreeing or agreeing that they would recommend the BIP to other students. While most participants found the lectures and activities relevant, a minority indicated areas for improvement, particularly regarding the relevance of certain sessions. Conclusions: From the participants' perspective, the BIP successfully increased their understanding of global health challenges and the importance of collaborative and innovative approaches in addressing these issues. Despite some feedback on the relevance of certain sessions, the overall positive response suggests that BIPs can be an effective strategy in higher education to foster global awareness and problem-solving skills among students. This educational experience demonstrates the potential of BIPs as a valuable tool in higher education for developing students' global health competencies and promoting innovative solutions to complex challenges. However, the study's relatively small sample size and self-reported data may limit generalizability. Future research could explore long-term impacts of BIPs on students' career choices and contributions to global health initiatives, and benefit from larger sample sizes, longitudinal designs, and objective measures of learning outcomes.
- 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.
- BIP in global health: a multi-institutional blended intensive program for enhancing global health competenciesPublication . Alves Lopes, António; Casaca Carreira, João; Costa, D.; Badiola-Zabala, A.; Brottrager, B.; Wittkämper, D.; Molenaar, E.; Maric, F.; Kjønnerød, I. Fjell; van Wijchen, J.; Jokinen, K.; Nikolaisen, L. Johanne; van Leeuwen, R.Introduction: Blended Intensive Programs (BIP) in higher education combine short-term mobility with online collaboration, fostering innovative learning and teaching methods. These initiatives facilitate joint curricular development among students, academics, and staff in Higher Education Institutions (HEI) and empower students to develop innovative solutions to global health issues. This study evaluates the self-reported impact of a BIP designed to enhance students' understanding of global health and social challenges, with a focus on the Sustainable Development Goals. Methodology: Eight institutions from six countries collaborated to develop a two-month BIP aimed at enhancing health and social students' understanding of global health and social challenges. The program involved 12 teachers and 35 students. It was structured into three online sessions followed by an in-person week. The BIP covered key topics such as migrations, non-communicable diseases, climate change, and economic impacts on global health, with a strong emphasis on the Sustainable Development Goals. An online questionnaire, comprising Likert scale and open-ended questions, surveyed participants, gathering both quantitative data and qualitative feedback to provide a comprehensive overview of their experiences and learning outcomes. Results: Survey responses (n=25) were predominantly positive. The majority of participants agreed that the BIP increased their awareness and knowledge of global health and social problems, enhanced their understanding of the Sustainable Development Goals, and effectively facilitated understanding of their profession's role in global health issues. Participants appreciated the emphasis on multidisciplinary and interdisciplinary approaches. Teacher support during online and in-person sessions was positively rated. In terms of overall quality, the program received high ratings, with most participants rating it as "Very Good" or "Good." The recommendation rate was also high, with the majority of participants strongly agreeing or agreeing that they would recommend the BIP to other students. While most participants found the lectures and activities relevant, a minority indicated areas for improvement, particularly regarding the relevance of certain sessions. Conclusions: From the participants' perspective, the BIP successfully increased their understanding of global health challenges and the importance of collaborative and innovative approaches in addressing these issues. Despite some feedback on the relevance of certain sessions, the overall positive response suggests that BIPs can be an effective strategy in higher education to foster global awareness and problem-solving skills among students. This educational experience demonstrates the potential of BIPs as a valuable tool in higher education for developing students' global health competencies and promoting innovative solutions to complex challenges. However, the study's relatively small sample size and self-reported data may limit generalizability. Future research could explore long-term impacts of BIPs on students' career choices and contributions to global health initiatives, and benefit from larger sample sizes, longitudinal designs, and objective measures of learning outcomes.