Abstract:

Introduction:
Nowadays, assessing students´ opinions at the university is very important, in order to improve their interest and motivation towards the subject. Evaluation is considered as a systematic activity integrated in the teaching-learning process to optimize this process, readjusting the objectives, programmes, methods and resources. Thus, university teachers have to identify difficulties in the students` learning, to stimulate the effectivity of learning strategies and resources and assigning qualifications. In addition, it is an orientation for pupils, trying to improve their interest and motivation, both highly related to the students´satisfaction. The purpose of this study was to evaluate the satisfaction towards the materials used, the teaching methodology and the evaluation methodology of a programme based on formative evaluation.

Methods:
185 Physiotherapy students (21±4,2 years, 48% women) were assigned to an experimental group (n=83) or to a control group (n=102). All participants signed an informed consent. A programme based on formative evaluation to teach Cardiovascular Physiotherapy was worked out for the students of the third course of the Physiotherapy Degree (University of Valencia, Spain). A special syllabus with multimedia materials was elaborated in the on-line institutional repository Roderic and was available for both groups. Experimental group followed the new methodology: formative evaluation, active group sessions and several on-line activities. On the other hand, control group performed the subject as usual with traditional lectures and final exams. Satisfaction towards the materials used, teaching methodology and evaluation methodology was assessed at the end of the programme. Mann-Whithney tests were used to compare between-group differences. Significance level was set at 0,05.

Results:
Regarding the satisfaction towards the teaching methodology, experimental group showed a significantly higher satisfaction when compared to the control group (25,50±3,56 vs. 24,0±3,59 respectively, p=0,022). Nevertheless, satisfaction towards the teaching materials used did not showed significant differences (14,50±3,08 vs.14,0±2,80 respectively, p=0,610). In addition, evaluation methodology was not significant different between both groups (16,0±2,10 vs. 16,0±2,87 respectively, p=0,329). In general, students were satisfied with the programme we used.

Conclusions:
The learning programme we present improves students´ satisfaction toward the teaching methodology of a programme based on formative evaluation in order to learn Cardiovascular Physiotherapy.
This project has been funded by the teaching innovation project UV-SFPIE_RMD15-310679 by the University of Valencia (2015/2016).

References:
[1] De la Fuente Mella H, Marzo Navarro M, Reyes Riquelme MJ. Análisis de la satisfacción universitaria en la Facultad de Ingeniería de la Universidad de Talca. Ingeniare. Revista chilena de ingeniería. 2010;18(3):350-363.
[2] Owlia MS, Aspinwall EM. Quality in higher education: a survey”. Total Quality Management. 1996;7(4):161-171.
[3] Salinas Gutiérrez A, Morales Lozano JA, Martínez Camblor P. Satisfacción del estudiante y calidad universitaria: un análisis explicatorio en la unidad académica multidisciplinaria agronomía y ciencias de la Universidad Autónoma de Tamaulipas, México, Revista de Enseñanza Universitaria 2008;31:39-55 .

Keywords:

Satisfaction, formative evaluation, Physiotherapy.