Physical activity implementation in the curricula of healthcare professions
a systematic review
DOI:
https://doi.org/10.51224/SRXIV.376Keywords:
physical activity, healthcare professionals, education, learning and teaching approachesAbstract
Aim: The aim of the current systematic review was to investigate the impact of PA teaching and learning approaches in healthcare professionals (HCPs) education on PA-related knowledge, confidence, and behaviour.
Design: Systematic review.
Data sources: Six databases (Cochrane Central Register of Controlled Trials, CINAHL, Embase, ERIC, Medline, and SPORTDiscus) were searched from inception to October 2022.
Eligibility criteria for selecting studies: Experimental studies investigating the effect of interventions that incorporate PA in to the undergraduate and postgraduate education, and continuous professional development of any HCP (medical doctors, nurses, physiotherapists, etc.) on PA-related outcomes including knowledge, perceptions, and confidence to prescribe PA.
Results: Of 1,542 records, a total of 32 studies comprising 3,256 participants fulfilled the eligibility criteria. Most studies included either medical students or doctors (n=12 and 8, respectively). The most frequently employed learning approach in eligible studies was training workshops (n=13), followed by experiential learning (n=4). Half of the studies included knowledge as an outcome (n=16) and 10 studies each included a measure of confidence and changes in behaviour/practice. Based on few RCTs (n=7), didactic input, training workshops, and flipped classroom approaches did not improve any measure of knowledge, confidence, or behaviour. However, two RCTs reported beneficial effects of experiential learning on confidence and perceived behavioural control albeit from within-group pre-post analyses. In non-randomised studies, training workshops and didactic input with and without simulated e-learning led to statistical improvements in knowledge, confidence, perceived competence, and attitudes.
Conclusion: We found support in the literature for using a blended approach to teaching and learning supported with experiential or simulated experiences to improve the knowledge, perceived competence, and confidence to prescribe PA. Future robust RCTs are needed to test the effectiveness of learning approaches to incorporating PA education in HCPs curricula.
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