OBJECTIVE: Test whether a single e-learning session can improve empathy and communication across pre-registration and postgraduate physiotherapy students.
METHODS: Design: Two-phase sequential mixed methods study. Phase 1: Pilot randomised control trial. Phase 2: Qualitative study using interpretive phenomenological analysis.
SAMPLING: A purposive sample for both phases.
OUTCOME MEASURES: Phase 1: At baseline, post and 6-week follow up. Demographics.
PRIMARY OUTCOME: Inter-personal Reactivity Index (IRI). Phase 2: Demographics and interview schedule.
INTERVENTION: An e-learning (E) narrative intervention group or active control condition.
ANALYSIS: Phase 1: Descriptive statistics and confidence intervals. Mann-Whitney U test to compare across group change. Phase 2: Thematic analysis.
RESULTS: Thirty-nine participants took part in the mixed methods study (Phase 1 n = 25; Phase 2 n = 14). Phase 1: No significant differences between groups were identified. Potentially importance changes across time were found for the intervention group and control group. Phase 2 results identified 5 themes and 12 sub-themes.
CONCLUSION: The e-learning groups identified an increase in the perceived ability to handle distressing communication. Other important findings from the e-learning are discussed. Further research is warranted. Practical Implications Novel e-learning intervention may have an important role in curriculum development and clinical practice to promote therapeutic communication.
PRACTICAL IMPLICATIONS: Novel e-learning intervention may have an important role in curriculum development and clinical practice to promote therapeutic communication.
Bibliographical noteCopyright © 2021 Elsevier B.V. All rights reserved.
- Mixed methods