Abstract:

Introduction:
The COVID-19 pandemic imposed us the obligation to apply distance learning in our students during the period March to May 2020.
The work (and the education) in the field of rehabilitation requires the coordinated activity of different members of a multidisciplinary and multi-professional team – medical specialists and health professionals.
The goal of current investigation is to realize a comparative evaluation of different types of learning (distance learning, face-to-face learning and combined learning) on the level of professional competences of our students (physiotherapists and medical doctors – trainees in Physical and Rehabilitation medicine).

Methodology:
During the obligatory quarantine in our country (from the month of March to the end of May 2020) we was obliged to introduce a pure distance learning in the educational process of our students and trainees. We realized a comparison between the level of professional competences of current year and those obtained during last two years: traditional face-to-face learning (two years ago) and combined learning (face-to-face aided by electronic book with presentations and educational videos, including clinical cases – of the last academic year).
We applied identical set of tests and practical exams (including analysis of clinical cases) in the field of rehabilitation of motor disturbances and conditions, adapted to the level of professional competences of members of the rehabilitation team.

Results:
The results of this qualitative and quantitative evaluation demonstrates a statistically significant improvement in the level of professional competences of all members of the multi-disciplinary multi-professional rehabilitation team in all cases with elements of electronic learning. During the distance learning the level of theoretical knowledge is comparable with the previous years. But, the level of practical skills is considerably better influenced in the case of combined learning (face-to-face with electronic book).
In everyday practice, physical medicine and physiotherapy are centred on the treatment of pathological movements through training of the movement, and the movement recovery is very important for patients’ autonomy. The importance of kinesiological and pathokinesiological analysis in the clinical rehabilitation practice is crucial.

Conclusions:
We must apply a considerable effort for amelioration of the level of distance learning, to be prepared for eventual future challenges. Authors consider that they must develop more the part of clinical cases – in the fields of clinical practice of neurology, rheumatology, orthopaedics and traumatology.

Keywords:

Electronic learning, face-to-face learning, distance learning, kinesiology, rehabilitation.