Abstract:

Introduction:
Introduction of Preformed physical modalities (PPM) in the process of education of our country was based on the classic traditions of the Physiatry or Physical and Rehabilitation Medicine (PRM), introduced as a specialty in Bulgarian Medical Universities in the middle of last century. Current article debates some contemporaneous aspects of the education in the field of PPM and its place in the educational plan of students of the professional fields of Medicine, Public Health and Health Care.

Methodology:
Our goal was to prepare an e-book on contemporaneous PPM and to evaluate the impact of e-learning on the level of theoretical and practical competences of our students and trainees in this field.
In the e-book we include principal methods of electrotherapy (with low frequency, middle frequency and high frequency electric currents; and with electro-static field); magnetotherapy (using low frequency low intensity magnetic field); phototherapy (with infra-red, visible and ultra-violet light beams; and with infra-red and red laser); ultrasound-therapy (ultra-sound and phonophoresis). We accentuated on some modern techniques, as Deep Oscillation, transcutaneous electrical stimulation (TENS), functional electrical stimulation (FES), extra-corporeal shock wave therapy, laser-therapy and laser-puncture. A separate chapter was dedicated to application of preformed physical modalities in the field of cosmetics and aesthetic medicine, as radio-frequency and electro-magnetic field, high frequency focused ultra-sound (HIFU), cryo lipolysis, lipolytic laser, mechanical vacuum therapy, lymphatic drainage, lymphopressotherapy and LPG endermologie. For every physical factor, we explain: physical characteristics, mechanisms of action, biological effects, indications and contra-indications, practical methods of application. We describe too the possibility of combination of different physical modalities.
We prepared PC-based tests for assessment of theoretical and practical skills and we evaluated the influence of e-learning on the level of competences of students during graduate and post-graduate education (long-life learning). We tested students of different specialties: bachelors in Kinesitherapy, nursing and midwifery; bachelors and masters in „Medical Rehabilitation and Ergotherapy“, masters in „Medical Rehabilitation and Balneology“. We applied our tests too in the process of specialization of medical doctors in „Physical and Rehabilitation Medicine“. Finally, we tested the level of satisfaction of students and trainees of the e-learning.

Results:
The qualitative and quantitative analysis of results of assessment tests demonstrated a significant amelioration of competences of students and trainees applying e-learning and using the complete version (theoretical and practical) of the e-book. The learners’ opinion of the method was positive.

Conclusion:
We underline the significance of the education in PPM for the minimal level of competences of students and trainees in the rehabilitation field.

Keywords:

e-learning, e-book, education, preformed physical modality, physical medicine, rehabilitation.