Abstract:

Introduction:
The new situation occurring in a worldwide scale involving an upcoming pandemic has affected current day-life functioning in many ways. Education has been deeply involved, due to health restrictions such as the inability to attend regular classes. Students in their second year of the degree of Physical Therapy at Universitat de Valencia, Spain, receive theoretical classes involving many diseases in different body systems, and these classes serve as a base for future understanding of their own treatment.

Objective:
The aim of this study was to assess different teaching approaches that are adapted to the world's new situation. To integrate ICT's in order to minimize the impact of the face-to-face class suspension.

Materials and method:
Several second-year degree subjects in Physical Therapy, involving neurological, cardiovascular and respiratory diseases, are basic in the development of theoretical knowledge that will be further explored in following years. Therefore it is necessary to assure that the teaching of this subjects is as thorough as possible.

Classically, students further explore the content by listening to the professor's explanation and discuss any doubts they might have. This gives an additional value to the subject, further value than just giving the student bibliography to read and study with no further explanation. Using ICT's such a Microsoft PowerPoint, there is an option to voice-over every slide of the presentation, and thanks to this, the professor is able to explain or to further develop the information appearing in the slide. This is intended to give further knowledge on what's appearing, and tries to overcome how the class delivering changed since the COVID-19 world pandemic.

Since the outbreak started in mid March, classes in Spain were suspended and transfered to an online modality. Professors in the above mentioned subjects discussed different approaches to complete the academic program minimizing the effect of the situation, and decided to upload the remaining classes voicing over the slides. Therefore, for the remaning of the course, students received voiced-over presentations instead of face-to-face classes.

Results:
Presentations with recorded voice-overs were delivered for three different second-year degree subjects by the same researcher. This researcher asked for inquiries and suggestions involving this alternative and found students had an excellent acceptance and no further problems were discussed. Analyzing test results, teachers found out results were significantly positive, and understand this approach to be a valid alternative that adapts to what the world is actually suffering.

Keywords:

Covid, innovation, teaching, video.