Introduction: The COVID-19 crisis resulted in a worldwide shift from in-person instruction to remote instruction, in order to mitigate the spread of the virus. The aim of this study was to survey Doctor of Physical Therapy (DPT) students' perceptions of learning during the instructional shift as well as assess the impact of this shift on learning outcomes.
Subjects: One hundred twenty-five students enrolled in the DPT program were recruited to participate in this study.
Methods: A survey was completed by students 12 days after the switch to remote instruction. Students rated multiple aspects of remote instruction. In addition, exam scores of students before and after the shift to remote instruction were compared, and final semester grades were compared to previous years.
Results: Most respondents reported that they did not learn as well during remote instruction (83%); however, students' exam scores during remote instruction indicated otherwise. Open-ended questions revealed varied student responses regarding remote learning, workload, and burnout.
Conclusion: A disconnect seems to exist between student perceptions of learning with actual learning outcomes. While these results may positively support remote instruction, qualitative data indicate that student experience of remote instruction must be considered to avoid burnout and stress among students.