Abstract:

Background:
On-line platforms are not usually used in students´ evaluation at the university context. Technological innovation in matters of ICTs has allowed the creation of new environments which offer the possibility of developing new evaluation experiences. Thus, they enable the fulfilment of different activities, as evaluating university students. This study aims at presenting the on-line evaluation system based on Google Forms applied to Cardiovascular Physical Therapy.

Methods:
An on-line evaluation system based on Google Forms was proposed for the subject Cardiovascular Physical Therapy (University of Valencia, Spain). This evaluation system was used to determine the knowledge of physiotherapy students regarding the subject in five different moments during the semester. In total, five tests about cardiac physiotherapy and vascular physiotherapy, including clinical exploration and treatment, were created. All tests were designed and created by the teachers, and finally performed by the students.

Results:
This abstract presents the innovative teaching methods we used in Cardiovascular Physiotherapy. We used the on-line platform Google Forms in order to assess the knowledge of students towards the subject. Five evaluation tests, including multiple election questions, were designed and created by the teachers. Firstly, the on-line platform was used at baseline to assess through a questionnaire the previous knowledge of students about Cardiovascular Physiotherapy, as well as sociodemographic variables. Tests were available for students at Google Forms, and were about cardiac exploration techniques (electrocardiogram, exercise tolerance testing…), cardiac rehabilitation (phase I-III, continuous and interval training…), ischemic peripheral arteriopathies (exploration and physiotherapy treatment…), exploration and physiotherapy treatment of venous insufficiency…) and complex lymphedema therapy. Students performed each on-line test in one session at the university, with a total of five sessions during the semester. Each session data were extracted from evaluation forms and qualifications were immediately assigned to all students. Additionally, questions were immediately solved after each test, thus students had immediate feedback and therefore they could know their results and mistakes.

Conclusion:
On-line platforms as Google Forms can be used in formal education programmes based on formative evaluation in Physiotherapy students. This kind of on-line platforms offer a quick access to evaluation data, personalized testing and a possibility of interaction with information, and therefore it is an open and flexible process which demonstrates that this on-line platforms are useful as a tool for students´ evaluation.

Acknowledgement:
Funded by the project UV-SFPIE_RMD15-310679 (University of Valencia, 2015/2016).

References:
[1] Bartolomé, Antonio. (2002). Universidades en la Red. ¿Universidad presencial o virtual? Crítica. 2.896, pp. 34-8. Web. 20 Feb. 2013.
[2] Echevarría, Julio. (2001) Educación y Nuevas tecnologías: El plan europeo e-learning. Revista Iberoamericana de Educación. 33, pp. 201-10. Web. 20 Feb. 2013.
[3] Salinas, Jesús. (2004). Innovación docente y uso de las TIC en la enseñanza universitaria. Revista Universidad y Sociedad del Conocimiento RUSC. 1.1, pp. 1-15. Web. 20 Feb. 2013.

Keywords:

Physiotherapy, on-line platform, teaching, innovation, information and communication technologies.