Abstract:

Labyrinth is a mobile application that provides an innovative educational tool for the resolution of clinical cases framed in the area of Physiotherapy and based on the theoretical framework of CBL (Case based Learning). This methodology is based on constructivist theories in which students are the protagonists in the learning process and critical thinking is encouraged. It involves the selection, analysis and appropriate application of resources and prior knowledge in solving a problem or case. CBL provides opportunities for students to consolidate and apply key concepts in a quasi-real situation and has been shown to increase levels of motivation and interest among its users against more traditional methodologies. CBL has been used extensively in the field of medical training. However, this particular combination of computer technology and Physiotherapy is innovative to our knowledge, and brings with it the advantages of ubiquitous, autonomous learning.

Our objective in this study was to examine students’ perceptions of the effectiveness of Labyrinth as a learning tool for the resolution of clinical cases in comparison to a more traditional Master Class methodology with the aim of validating and justifying its use in the future.
Students completed anonymous online questionnaires. Before the intervention learners completed questionnaires including baseline data, respondents’ preferred learning styles and a test of subject knowledge. After the intervention the questionnaire testing subject knowledge was repeated in addition to a survey on student satisfaction with the methodologies employed.

Although the limited duration and extension of the research methodology does not permit us to make sweeping statements about the relative effectiveness of these two approaches, initial analysis of learners’ reactions shows that continued use of the application, Labyrinth is justified.

Keywords:

Case-based Learning, mobile application, intrinsic learning factors, physiotherapy, electrotherapy, self-awareness, self-motivation.