Impact of an online course designed using ASSURE model on non-specific low back pain among physiotherapy undergraduates: a one group quasi experimental study

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Background The COVID-19 pandemic catalysed widespread implementation of online learning in tertiary education. Despite this transition, empirical evidence supporting the efficacy of online courses in enhancing knowledge, skills, and learning experiences of physiotherapy undergraduates (PTUGs) remains limited. Additionally, most available online courses for PTUGs have been developed from educators’ perspectives without systematic instructional design methodology. In this study, we evaluated the impact of a purposefully designed online course using the ASSURE model on non-specific low back pain (NSLBP) among PTUGs. Methods In this one-group quasi-experimental design, 87 PTUGs from two public and two private universities in Malaysia were involved. The online course was offered on an open learning platform in an asynchronized, self-directed mode for eight weeks as part of their curriculum. The impact on knowledge and skills was evaluated via quiz and Objective Structured Practical Examination (OSPE), respectively. An online survey was used to evaluate satisfaction, learning experience, and confidence to assess and manage patients with NSLBP at the end of the course. Results PTUGs demonstrated statistically significant (p < 0.001) improvements in knowledge and demonstrated a statistically significant level of skill acquisition, achieving scores above the 50% OSPE cut-off value. A majority of PTUGs reported enhanced learning experiences, high satisfaction, and increased confidence in NSLBP patient assessment and management. Conclusion This research represents an innovative application of the ASSURE model in physiotherapy education. While findings contribute valuable evidence regarding the positive impact of structured online course, further research should address methods to enhance interpersonal interactions within virtual learning environments.