Blended Learning Versus Face-to-face Learning in Cardiac Physiotherapy Students

The BL program included paced, asynchronous online learning modules and scheduled online activities with strategic face-to-face lectures. Resources: 1) Moodle platform: it was used as a virtual communication platform. 2) Online syllabus: an online specific syllabus about cardiac physiotherapy was developed. 3) Online glossary: an online glossary performed by the teacher was available for the students. 4) Online videos: several videos of international and national scientific societies were provided. 5) Websites: several links to websites of international and national scientific societies such as the European Society of Cardiology, the American Heart Association or the World Heart Federation were used. 6) Online activities: five four-question online activities were created. 7) Apps, using the app Ariadna to prevent from cardiovascular risk and look for defibrillators around; 8) Online tutorship, through an online communication platform (Blackboard Collaborate).

The FLG included: 1) Face-to-face classes; 2) Hardcopy syllabus; 3) Hardcopy scien-tific societies information; 4) Face-to-face activities: four questions per each theme; 5) Hardcopy glossary; and 6) Face-to-face tutorships. In all cases, the content of the infor-mation provided was the same as the information provided to the BLG, although in a face-to-face design.