The development of a computer-assisted learning module in physical therapy neurologic education: a mixed methods case study.
Context: Computer-assisted learning (CAL) interventions have been used in contemporary allied health and medical education to supplement classroom instruction. Emphasis has shifted from tutorial activities to creating interventions that address higher level critical thinking skills. Purpose: The pur...
| Publicado en: | Internet Journal of Allied Health Sciences & Practice Vol. 9; no. 3; pp. 1 - 15 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
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Nova Southeastern University, College of Allied Health
2011 Jul
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=108247588&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 108247588 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 1540580X 1D4F jtl: Internet Journal of Allied Health Sciences & Practice issn: 1540580X maglogo: N pubinfo: dt: 2011 Jul vid: 9 iid: 3 pid: 24875 pub: Nova Southeastern University, College of Allied Health place: Fort Lauderdale, Florida artinfo: ui: 108247588 108247588 2011234594 108247588 ppf: 1 ppct: 14 formats: tig: atl: The development of a computer-assisted learning module in physical therapy neurologic education: a mixed methods case study. aug: au: Veneri, Diana affil: Assistant Professor, Physical Therapy Program, University of Hartford, West Hartford, Connecticut sug: subj: Computers and Computerization Education Education, Physical Therapy Neurology Education Allied Health Professions Critical Thinking Data Collection Programmed Instruction Students, Physical Therapy ab: Context: Computer-assisted learning (CAL) interventions have been used in contemporary allied health and medical education to supplement classroom instruction. Emphasis has shifted from tutorial activities to creating interventions that address higher level critical thinking skills. Purpose: The purpose of this mixed methods study was to investigate student perceptions of their critical thinking skills and overall impression of a CAL intervention. Methods: Videotape of patient treatment activities were embedded into a Microsoft PowerPointTM presentation to guide students through the processes of evaluation and treatment to create a CAL module. Physical therapy students from two neighboring universities volunteered to participate. Students were randomly assigned to either Group 1 (CAL module) or Group 2 (video) and viewed their intervention following traditional lecture and lab activities. Students then completed Minute Papers and members of Group 1 participated in a Focus Group Discussion. Common threads and themes were generated by triangulating the numerical data from the Minute Papers with the written and verbal responses from the Minute Papers and Focus Group Discussion. Results: Significant differences were detected with the Mann Whitney U tests of the median Likert scores comparing the CAL module and video groups on the Minute Papers on four of seven items. The qualitative data generally revealed positive student perceptions related to the interventions, with the responses being more favorable towards the module than the video intervention. The majority of students felt that the interventions offered visual reinforcement, supplemented their learning experience, and further developed their clinical reasoning skills. Conclusions: Student response to the CAL module was more favorable than to the video alone. This instructional intervention warrants further investigation. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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