The use of information and communication technology by South African physiotherapy students

1. The use of • information and communication • technology by • South African • physiotherapy students • Michael Rowe (Msc Physiotherapy)‏ • Department of Physiotherapy • University of the Western Cape

2. Global shift towards the use of ICT in healthcare and education

3. Social media and networks • Social networking, consumer-related online forum discussion and multimedia on demand • Social networks are their frames of reference

4. The Net Generation • The net generation has unprecedented access to technology and are comfortable using it • Evidence suggests that they may be different in how they think, communicate and learn

5. Question and problem • Little evidence could be found on the use of ICT by South African physiotherapy students • Massification and Internationalisation • How can ICT be used to educate and support this new generation of future healthcare professionals?

6. Aim and Objectives Aim: To investigate the use of ICT by South African physiotherapy students, as a means of enhancing their education, as well as the experiences and perceptions of these students pertaining to the use of ICT as a means of seeking and receiving support. • Objectives: • What ICT resources are available to students; • What ICT is being used for; • Students' experiences and perceptions of ICT; • How students are being supported; • Are they adequately prepared to access support post-graduation; • What differences exist?

7. Background • Definition: the use of computers and computer software to manipulate information • WHO, UNICEF have discussed the benefits of ICT in education and healthcare • “Socially acceptable technology”

8. Benefits of ICT in education • Coursework accessible anywhere, anytime • Promotes active engagement with content • Enhances problem-based learning • Improves information gathering skills • Improves communication between lecturers and students

9. Resources? What resources? • Some African countries have difficulty providing access to students

10. E-learning is not the (only) answer • E-learning must add value, not replace • Technology does not solve problems

11. ICT in healthcare • Continuing professional development is facilitated and students and professionals supported clinically through ICT • Evidence based practice difficult to implement • Geographical isolation means poor support and a lack of opportunities • An estimated 30% of a doctors time will be spent using a computer. Are healthcare students ready for this?

12. Challenges and gaps Challenges facing adoption of ICT • Digital divide • Poor infrastructure • High costs involved • Poor ICT literacy • Lack of technical skills Gaps in the literature • Little evidence was found on the use of ICT by South African physiotherapy students

13. Methodology • Study design: cross-sectional, descriptive survey • Setting: physiotherapy departments of 6 universities offering the physiotherapy degree • Sample: all undergraduate physiotherapy students who responded • Instrument design: self-developed questionnaire, focus groups, pilot study • Data analysis: OpenOffice spreadsheet and SPSS • Ethical clearance obtained

14. Procedure • Identify universities • Send advance letters • Deliver survey • Surveys completed • Surveys returned

15. ResultsDemographic data • Population: 1105 • Sample: 529 • Response rate 48% • Age: 18 - 22 (87%)‏ • Female: 82% • White: 41%

16. ResultsResponse rate by university • Western Cape: 12% • Stellenbosch: 9% • Other: +/- 7% • Total: 48%

17. ResultsFrequency of use by university • Almost 40% use ICT daily, 35% use it weekly

18. ResultsReasons for Internet use at university • Assignments: 83% • Academic development: 43% • Personal interest: 48% • Guidance: 23%

19. ResultsStudents confidence when using ICT

20. ResultsUse of the Internet at university • Search: 83% • Databases / journals: +/- 50% • Email: 48% (26% for support)‏ • Departmental website: 41%

21. Experiences and perceptions of ICT among students • Students who had access to ICT at home and at high school were more likely to have used ICT at university • Most respondents agreed that ICT has a positive role to play in supporting students ( > 70%)‏ • Most students were satisfied with current levels of support ( > 80%)‏ • 78% agree that a strong support system would positively influence their decision to work in a community post

22. Students more likely to seek support from those most suited to provide it • Methods: face-to-face (95%), email (25%)‏

23. What does this all mean? • Students view ICT as a means of accessing information, rather than enhancing communication • Reduced levels of confidence using ICT for research • ICT consistently shown to enhance communication, yet students fail to use it for this purpose • Many physiotherapy students have had limited or no access to ICT resources prior to attending university

24. What have we learnt? • ICT has been shown to be a feasible means of supporting physiotherapy students • Students have the skills to use ICT to seek support and to enhance their studies, but do not apply them • Inequality in access to technology is still present in South Africa • The use of ICT in communication, research and CPD (lifelong learning), was low

25. How should we proceed? • Physiotherapy departments should consider developing and implementing a comprehensive ICT strategy • Use ICT to facilitate communication between students and lecturers • Encourage the use of ICT to encourage undergraduate research and evidence based practice

26. What are we doing about it? OpenPhysio - free, open content physiotherapy resource

27. What are we doing about it? • Begun planning of an online, social space for UWC physiotherapy students, called Touch

28. Thank you Contact • mrowe@uwc.ac.za • http://www.mrowe.co.za/blog