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Physiotherapy education and game-based learning: developing the SPINE framework

2026-04Artigo científico Acesso aberto
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datacite.subject.fosCiências Médicas::Ciências da Saúde
datacite.subject.sdg03:Saúde de Qualidade
dc.contributor.authorBernardo, Diana Filipa Salvador
dc.contributor.authorPaquete, Manuel Joaquim da Silva P. G.
dc.contributor.authorRosa, Marlene Cristina Neves
dc.date.accessioned2026-09-09T13:24:15Z
dc.date.available2026-09-09T13:24:15Z
dc.date.issued2026-04
dc.descriptionThe authors would like to thank the faculty members and coordinators of the participating higher education institutions for their valuable support in disseminating the study and facilitating student recruitment. We also extend our gratitude to all the physiotherapy students who voluntarily participated and shared their perspectives, making this research possible.
dc.description.abstractInnovative pedagogical approaches are increasingly essential in physiotherapy education to foster engagement and competency development. This multicenter cross-sectional study explored physiotherapy students’ perceptions of game-based learning (GBL) across six Portuguese higher education institutions. A total of 208 students completed a structured questionnaire assessing attitudes toward GBL in teaching–learning contexts and competency development. Results indicated generally positive perceptions of GBL, emphasizing its value for motivation, engagement, and integration of theoretical and practical learning. Transversal competencies—such as teamwork, communication, and empathy—were consistently recognized across academic years, while perceived benefits for technical skills increased with clinical exposure. Female students and those with prior health-related experience reported more favorable attitudes. However, students also highlighted limited curricular implementation and the need for clearer alignment between game activities and learning objectives, suggesting barriers at the institutional and pedagogical levels. These insights point to a gap between students’ enthusiasm and current educational practices, underlining the importance of structured guidance for integrating GBL effectively. Building on these findings, the student-perceived integration for novel education (SPINE) framework is proposed as a decision-making model to guide the pedagogically grounded GBL in physiotherapy curricula, emphasizing evidence-informed, context-sensitive, and sustainable implementation.eng
dc.description.sponsorshipThis work was supported by national funds from FCT–Fundação para a Ciência e a Tecnologia, I.P., under projects UID/6157/2025 and UID/05704/2023, which fund the research units to which the authors belong. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
dc.description.sponsorshipThe study was conducted in accordance with the principles of the Declaration of Helsinki. Ethical approval was obtained from the Ethics Committee of the Polytechnic Institute of Leiria CE/IPLEIRIA/53/2025.
dc.identifier.citationBernardo, D. F. S., Paquete, M. J. S. P. G., & Rosa, M. C. N. (2026). Physiotherapy education and game-based learning: developing the SPINE framework. International Journal of Evaluation and Research in Education (IJERE), 15(2), 1388–1397. https://doi.org/10.11591/ijere.v15i2.37549
dc.identifier.doi10.11591/ijere.v15i2.37549
dc.identifier.eissn2620-5440
dc.identifier.issn2252-8822
dc.identifier.urihttp://hdl.handle.net/10400.8/16829
dc.language.isoeng
dc.peerreviewedyes
dc.publisherInstitute of Advanced Engineering and Science
dc.relationCenter for Innovative Care and Health Technology
dc.relation.hasversionhttps://ijere.iaescore.com/index.php/IJERE/article/view/37549
dc.relation.ispartofInternational Journal of Evaluation and Research in Education (IJERE)
dc.rights.urihttp://creativecommons.org/licenses/by-sa/4.0/
dc.subjectGame-based learning
dc.subjectphysical therapy education
dc.subjectprofessional competence
dc.subjectstudent perception
dc.subjectundergraduate students
dc.titlePhysiotherapy education and game-based learning: developing the SPINE frameworkeng
dc.typejournal article
dspace.entity.typePublication
oaire.awardNumberUID/05704/2025
oaire.awardTitleCenter for Innovative Care and Health Technology
oaire.awardURIhttp://hdl.handle.net/10400.8/16767
oaire.citation.endPage1397
oaire.citation.issue2
oaire.citation.startPage1388
oaire.citation.titleInternational Journal of Evaluation and Research in Education
oaire.citation.volume15
oaire.fundingStreamAvaliação UID 2023/2024
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyNameNeves Rosa
person.givenNameMarlene Cristina
person.identifier.ciencia-idD615-002F-8E48
person.identifier.orcid0000-0001-8276-655X
person.identifier.ridK-7059-2013
person.identifier.scopus-author-id55924760400
relation.isAuthorOfPublication52d477a2-9d14-443e-bb8e-85b1009da4ae
relation.isAuthorOfPublication.latestForDiscovery52d477a2-9d14-443e-bb8e-85b1009da4ae
relation.isProjectOfPublication0cff4974-844d-4013-8925-4077ed05335a
relation.isProjectOfPublication.latestForDiscovery0cff4974-844d-4013-8925-4077ed05335a

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