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Abstract
BACKGROUND: 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 the COVID-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. |
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