ANALYSIS OF OPINIONS OF ACADEMIC TEACHERS ON E-LEARNING COURSES EFFICIENCY IN PREPARING PHYSIOTHERAPY STUDENTS FOR WRITING A DIPLOMA THESIS – A PRELIMINARY REPORT

Physiotherapy students participated in a compulsory e-learning course run within the "Methodology of research studies" course. Each e-module was awarded a credit after completing a particular task. Working time and activity of students on Moodle platform were not specified. A student was awarded a credit for the course after passing all modules. It is worth underlining that the activation of students is a significant, quality-oriented change in the organisation of education via e-learning courses. In order to get a credit, each student needed to complete several practical tasks associated with the preparation of a diploma project. We believe that such a change should greatly improve the quality of teaching on the "Methodology of research studies" course and better prepare students for writing their diploma theses and starting scientific work.The study aimed to analyse the opinions of academic teachers on the efficiency and effectiveness of e-learning courses in preparing Physiotherapy students for writing a diploma thesis.For the purpose of quality assurance, since the academic year 2011/2012 a single academic teacher at the Department of Physiotherapy, 2nd Faculty of Medicine, Warsaw Medical University, has been allowed to supervise 7 MA and 8 BA theses at the same time.In the academic year 2012/2013, as many as 182 diploma theses have been supervised at the Department of Physiotherapy, including 81 BA and 101 MA diploma projects. The study was conducted at the Division of Rehabilitation at the Department of Physiotherapy. The Division is a leadingresearch and teaching unit at the Department of Physiotherapy in theoretical and pre-clinical education of physiotherapists that conducts the majority of classes on introduction to physiotherapy. 61 diploma theses have been supervised at the Division in the academic year 2012/2013. The study involved 16 academic teachers. The study used an original questionnaire and was conducted at the end of the summer semester of the academic year 2012/2013 after students had submitted their BA and MA diploma theses. The original questionnaire comprised 16 close-ended questions and one open-ended question, anonymous, voluntary. The mean grade of the preparation of students to write a diploma thesis amounted to 4.The knowledge of Polish scientific journals in the field of physiotherapy was rated highest, whereas literacy in EXCEL and STATISTICA was rated lowest.Most of the students reported that they were better prepared to write their diploma projects compared to the previous years. The majority of the students told their diploma supervisors about e-learning courses devoted to the preparation of a diploma thesis.
Literature search and research design constituted the most common problems reported by the students while preparing their diploma projects.

1.According to the diploma supervisors, participation in e-learning courses improved the preparation of students to write their diploma theses.
2.E-learning courses on preparation of a diploma thesis need to be supplemented with content devoted to research design and basic computer skills. 3.It seems to be necessary to conduct a qualitative study among focus groups of academic teachers in order to know the expectations of supervisors concerning the teaching content that could be included in e-learning courses and that could improve the quality of preparation of students for writing their diploma thesis.