Digital identity and evidence-based communication in physiotherapy: an experience in interdisciplinary teaching innovation
DOI:
https://doi.org/10.61283/9r8g4h35Keywords:
Digital literacy; educational innovation; health communication; physical therapy; professional digital identity; scientific evidenceAbstract
This article describes an interdisciplinary educational innovation initiative conducted with third-year students in the Bachelor’s Degree in Physical Therapy program (N=85), aimed at developing competencies related to professional digital identity, healthcare communication, and evidence-based outreach. The primary objective was to equip students with the skills to establish an ethical and rigorous professional presence in digital environments, while simultaneously strengthening their communication skills, critical thinking, and digital literacy in healthcare. The methodology was structured around project-based learning, micro-workshops, and the production of authentic digital content, integrating phases of initial assessment, knowledge transfer, independent work, and public presentation of projects. As an assessment strategy, an initial pretest was administered with closed-ended and open-ended questions regarding perceptions of digital competence, professional identity, and difficulties in translating scientific evidence into public outreach formats. The results show a moderate self-perception of the level of knowledge regarding professional digital identity, although more than 90% of the students consider digital competence to be “quite relevant” or “absolutely essential” for the professional practice of physical therapy.
The qualitative analysis revealed challenges related to simplifying scientific language, ensuring content accessibility, and creating engaging messages without compromising scientific rigor. These findings align with recent literature on digital professionalism and the health infodemic. As its main contribution, this study proposes a transferable model that integrates clinical, digital, and communication competencies from an applied and critical perspective, positioning evidence-based health communication as a central element in the initial training of contemporary physical therapists.
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