The musculoskeletal problems and psychosocial status of teachers giving online education during the COVID-19 pandemic and preventive telerehabilitation for musculoskeletal problems

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dc.contributor.authorKayabınar, Erdi
dc.contributor.authorKayabınar, Büşra
dc.contributor.authorÖnal, Birol
dc.contributor.authorZengin, Hatice Yağmur
dc.contributor.authorKöse, Nezire
dc.date.accessioned2022-03-06T15:17:55Z
dc.date.available2022-03-06T15:17:55Z
dc.date.issued2021
dc.description.abstractBACKGROUND: Musculoskeletal and psychosocial problems have tended to increase during the COVID-19 pandemic. OBJECTIVE:To evaluate the changes in musculoskeletal problems and psychosocial status of teachers during theCOVID-19 pandemic due to online education and to investigate the effects of preventive telerehabilitation applications for musculoskeletal problems. METHODS: Forty teachers who conducted online education during the pandemic volunteered to participate in the study. All assessments were performed via online methods. The Cornell Musculoskeletal Discomfort Questionnaire (CMDQ), ProFitMap-Neck questionnaire, Oswestry Disability Index (ODI), and Upper Extremity Functional Index (UEFI) were used to evaluate musculoskeletal problems; the Beck Anxiety Inventory (BAI) and the Beck Depression Inventory (BDI) were used to evaluate anxiety and depression, respectively; and the Work–Life Balance Scale (WLBS) was used to evaluate how well individuals achieve this balance. Information about before online education, during online education, and after training was obtained with the assessments. After the first assessment, telerehabilitation, which involved presentations and brochures, was applied to 18 participants willing to participate in the training. RESULTS: The ProFitMap, UEFI, and WLBS scores during the online education decreased significantly, while the scores of the CMDQ, ODI, BDI, and BAI during the online education increased significantly compared to the pre-online education scores (p < 0.05). In addition, the total CMDQ, ProFitMap, and ODI scores improved significantly after the training (p < 0.05). CONCLUSIONS: Musculoskeletal and psychosocial problems increased in teachers during online education. Preventive telerehabilitation methods will be beneficial for individuals who do not have access to face-to-face physiotherapy.tr_TR
dc.identifier.urihttp://dspace.yalova.edu.tr/handle/1/424
dc.language.isoentr_TR
dc.publisherWorktr_TR
dc.subjectMusculoskeletal disorderstr_TR
dc.subjecttelehealth approachestr_TR
dc.subjectergonomicstr_TR
dc.titleThe musculoskeletal problems and psychosocial status of teachers giving online education during the COVID-19 pandemic and preventive telerehabilitation for musculoskeletal problemstr_TR
dc.typeArticletr_TR
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