conference education physiotherapy

Comment: Science conferences are stuck in the dark ages

…for decades the room has been the same: four walls, a podium, and a projector. PowerPoints today mimic the effect of a centuries-old continuous-slide lantern. Even when time is occasionally left for questions at the end of lectures, it’s still a distinctly one-way flow of information. Scientific posters are similarly archaic.

Ngumbi, E. & Lovett, B. (2019). Science Conferences Are Stuck in the Dark Ages. Wired magazine.

Anyone who’s gone to an academic conference and reflected on it for more than a moment usually arrives at the conclusion that the experience is distinctly underwhelming. I’m not going to go into the details of why since Ben and I discussed it at length in our reflection on WCPT and the Unposter on the podcast, but the general idea is that most conferences suck because of the format.

And this is why you really need to think about coming to the second In Beta unconference on physiotherapy education at HAN in the Netherlands on the 14th and 15th of September 2020. The unconference will take place soon after the ENPHE/ER-WCPT conference, so if you’re attending that meeting then it’s a no-brainer to stay on for a few days and come to Nijmegen for something quite different. Click on the image below for more information.


The first In Beta “Experiments in Physiotherapy Education” unconference

The In Beta project may seem to have been quiet for the last few months but the fact is we’ve been busy organising a two-day In Beta unconference that will take place on 14-15 May 2019 at HESAV in Lausanne, Switzerland. If you’re planning on going to the WCPT conference (10-13 May) and have an interest in physiotherapy education, you may want to look into the option of joining us for another two days of discussion and engagement, albeit in a more relaxed, less academic format.

Attendance is free, although you will need to make your own arrangements for travel and accommodation. For more information check out the unconference website and register here.

We are incredibly grateful to Haute Ecole de Santé Vaud for hosting the unconference and providing venues for us over the two days.


Supporting a student with visual impairment in the ICU

Another presentation that I gave at the SAAHE conference a few weeks ago.

Supporting a student with visual impairment in the ICU from Michael Rowe

Digital literacy in an international sample of physiotherapy students

This is one of the presentations that I recently gave at the 2016 SAAHE conference.

Digital literacy of an international group of physiotherapy students from Michael Rowe

Open Online Courses in Health Professions Education: A systematic review

This is the presentation that I gave at the recent SAAHE conference in Port Elizabeth.

Open Online Courses in Health Professions Education: A systematic review from Michael Rowe

SAAHE 2016 conference

I usually post my notes after a conference but this year at SAAHE I mainly used Twitter to keep track of my thoughts during the sessions, which was great because we probably saw more activity on Twitter in PE than ever before. Here is the conference feed using the #saahe2016 hashtag.

Note : While it’s great that Twitter gives you the ability to embed a conference feed in a post like this, I always wonder what will happen when Twitter goes away?


Open online courses in health professionals education – A scoping review

I’ve been working with Stephen Maloney and Christian Osadnik at Monash University on a scoping review of open online courses in health professionals education, which we submitted to ER-WCPT. We’ve since changed the protocol to a systematic review (the main difference being the lack of critical appraisal in the scoping review) but I’ve left the protocol as is for this post. Here’s the abstract that was accepted for presentation at the conference in Liverpool later this year.

Despite increasing calls to integrate technology into health professions education, evidence to guide its effective implementation is lacking. Open online courses (OOCs) have emerged in the higher education space and may offer promise for health professions education. However, the uncritical nature of current discourse around OOCs means informed choices regarding the pedagogical value of this approach are difficult to make. The aim of this scoping review was to identify the current landscape of OOCs in health professions education, placing emphasis on issues regarding implementation and evaluation.

The study protocol followed the framework proposed by Arksey & O’Malley (2005). Electronic database searches were conducted in Ebscohost, PubMed, PloS One, PloS Medicine and Embase to identify publications from years 2008 – 2015. A comprehensive list of keywords and synonyms associated with allied health disciplines and “open online course” was used for searching. Grey literature was identified via Google Scholar. Eligibility criteria were applied independently by two study authors to determine study inclusion. Data were extracted using standardised templates and synthesised according to a framework of: economic value, pedagogical value, feasibility and acceptability, and measures of effectiveness.

From 104 citations, 33 articles were included in the review and were analysed using the following themes: feasibility and acceptability, effectiveness, economic value, and pedagogy. Most of the articles reviewed simply accepted OOCs as an inherent good in HPE, with few adopting a critical stance. This was especially evident when looking for evidence of effectiveness and economic value of OOCs. In addition, health professions educators have varying interpretations of the meaning of ‘open’ in OOCs, with few mentioning issues of licensing. Few of the articles described course design, and none reported on the use of learning theory to inform the design. In addition, there was almost no attempt by any of the authors to determine if any actual learning took place in the courses. There is an emerging acceptance of OOC in HPE, as seen by the increase in publications in this area in recent years. In general, findings were most often presented in the form of analytics that were gathered during participant engagement in the online environment.

There is a wide variety of interpretations among health professions educators on the meanings of “open” in the context of OOCs, with very few articles making any reference to the licensing issues inherent in the method. In addition, the lack of theoretical framework underpinning the OOCs considered in this review highlights significant pedagogical weaknesses limiting their application to the evidence-based clinical education setting. Most authors in this area seem to regard OOCs as having economic and pedogogical value, but few provide evidence to support the claim.

Health professions educators who want to integrate OOCs in their curricula should be wary of informing their decisions with the current research in the domain. We suggest that there is a need for more rigorous research into the use of OOC in HPE and recommend that educators using this approach pay particular attention to the effectiveness and pedagogical impact of OOCs.


conference ethics research

Digital literacy survey: Outcome of reliability testing

Earlier this year we started the International Ethics Project, a collaboration between physiotherapy departments from several countries who intend offering an online course in professional ethics to their undergraduate students. You can read more about the project here.

In June we started the process of developing a questionnaire that we can use to establish some baseline data on students’ levels of digital literacy. It’s taken a bit longer than expected but we’ve finally managed to complete the reliability testing of the questionnaire as part of a pilot study. Before we can begin planning the module and how it will be implemented we need to get a better understanding of how our population – drawn as they are from several countries from around the world – uses digital tools in the context of their learning practices. The results of the reliability study showed that most of the survey items had Kappa values between 0.5 – 0.6 (indicating moderate agreement); 0.7 – 0.8 (indicating strong agreement); or >0.8 (indicating almost perfect agreement). See this post on the project blog for more details on how the reliability testing was conducted.

Now that we have conducted quite a rigorous piloting of the questionnaire, we hope that this questionnaire might be useful for other health professional educators who are considering the use of digital tools in their classrooms. To this end we would like to report the results of this pilot, along with some preliminary results, at the ER-WCPT conference on 11-12 November, 2016 in Liverpool. We will therefore be submitting an abstract for the conference in the coming months.


Design principles for blended learning environments: a presentation

I’m going to be at the 2015 SAAHE conference for the next couple of days, which is being held in association with The Network: Towards Unity for Health. Yesterday I gave a workshop on Setting up and running an open online course, as well as a presentation on developing Design principles for blended learning environments. These principles are the outcomes of my PhD project, as well as further studies that I’ve done in the area. Here are the slides for the presentation.


Emerging Technologies and Authentic Learning in Vocational Higher Education conference

Last week I attended the Emerging Technologies and Authentic Learning in Vocational Higher Education conference at the UCT Graduate School of Business, which had a pretty impressive lineup of keynote speakers:

The general theme of the conference was the idea of “learning and play”, with Professor Dick N’gambi opening the event with the following statement: “The creative adult is the child who survived”, referring to the fact that the formal educational system doesn’t encourage innovation and creativity. How do we prepare students for a world that we can’t predict, unless we encourage within them an attitude of exploration and discovery.


The conference was linked to a Special Issue of the British Journal of Educational Technology, to which I’ve submitted the following paper: Rowe – Developing graduate attributes in an open online course (note that this is currently under review). Here are my slides from the workshop I ran on setting up and running an open online course:

…and here is the Twitter feed for the event.