Local experience of laboratory activities in a BS physical therapy course: integrating sEMG and kinematics technology with active learning across six cohorts

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dc.creatorCarlos De la Fuente
dc.creatorAlejandro Neira
dc.creatorÁlvaro Machado
dc.creatorMauricio Delgado-Bravo
dc.creatorMarcos Kunzler
dc.creatorAndré Gustavo Andrade
dc.creatorFelipe Carpes
dc.date.accessioned2026-01-14T20:55:26Z
dc.date.issued2024-04-24
dc.identifier.doihttps://doi.org/10.3389/fneur.2024.1377222
dc.identifier.issn1664-2295
dc.identifier.urihttps://hdl.handle.net/1843/1389
dc.languageeng
dc.publisherUniversidade Federal de Minas Gerais
dc.relation.ispartofFrontiers in neurology
dc.rightsAcesso aberto
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectFenômenos Biomecânicos
dc.subjectEspecialidade de Fisioterapia
dc.subjectAprendizagem
dc.subject.otherBiomechanics
dc.subject.otherLaboratory
dc.subject.otherActive methods
dc.subject.otherEducation
dc.subject.othersEMG
dc.titleLocal experience of laboratory activities in a BS physical therapy course: integrating sEMG and kinematics technology with active learning across six cohorts
dc.typeArtigo de periódico
local.citation.epage12
local.citation.spage1
local.citation.volume15
local.description.resumoIntroduction: Integrating technology and active learning methods into Laboratory activities would be a transformative educational experience to familiarize physical therapy (PT) students with STEM backgrounds and STEM-based new technologies. However, PT students struggle with technology and feel comfortable memorizing under expositive lectures. Thus, we described the difficulties, uncertainties, and advances observed by faculties on students and the perceptions about learning, satisfaction, and grades of students after implementing laboratory activities in a PT undergraduate course, which integrated surface-electromyography (sEMG) and kinematic technology combined with active learning methods. Methods: Six cohorts of PT students (n = 482) of a second-year PT course were included. The course had expositive lectures and seven laboratory activities. Students interpreted the evidence and addressed different motor control problems related to daily life movements. The difficulties, uncertainties, and advances observed by faculties on students, as well as the students’ perceptions about learning, satisfaction with the course activities, and grades of students, were described. Results: The number of students indicating that the methodology was “always” or “almost always,” promoting creative, analytical, or critical thinking was 70.5% [61.0–88.0%]. Satisfaction with the whole course was 97.0% [93.0–98.0%]. Laboratory grades were linearly associated to course grades with a regression coefficient of 0.53 and 0.43 R-squared (p < 0.001). Conclusion: Integrating sEMG and kinematics technology with active learning into laboratory activities enhances students’ engagement and understanding of human movement. This approach holds promises to improve teaching-learning processes, which were observed consistently across the cohorts of students.
local.publisher.countryBrasil
local.publisher.departmentEEFFTO - ESCOLA DE EDUCAÇÃO FISICA, FISIOTERAPIA E TERAPIA OCUPACIONAL
local.publisher.initialsUFMG
local.subject.cnpqCIENCIAS DA SAUDE::FISIOTERAPIA E TERAPIA OCUPACIONAL
local.url.externahttps://www.frontiersin.org/journals/neurology/articles/10.3389/fneur.2024.1377222/full

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