Lynchburg College, Doctor of Physical Therapy Program, Lynchburg, Virginia 24501, USA.
BMC Med Educ. 2011 Jun 21;11:38. doi: 10.1186/1472-6920-11-38.
Educators in allied health and medical education programs utilize instructional multimedia to facilitate psychomotor skill acquisition in students. This study examines the effects of instructional multimedia on student and instructor attitudes and student study behavior.
Subjects consisted of 45 student physical therapists from two universities. Two skill sets were taught during the course of the study. Skill set one consisted of knee examination techniques and skill set two consisted of ankle/foot examination techniques. For each skill set, subjects were randomly assigned to either a control group or an experimental group. The control group was taught with live demonstration of the examination skills, while the experimental group was taught using multimedia. A cross-over design was utilized so that subjects in the control group for skill set one served as the experimental group for skill set two, and vice versa. During the last week of the study, students and instructors completed written questionnaires to assess attitude toward teaching methods, and students answered questions regarding study behavior.
There were no differences between the two instructional groups in attitudes, but students in the experimental group for skill set two reported greater study time alone compared to other groups.
Multimedia provides an efficient method to teach psychomotor skills to students entering the health professions. Both students and instructors identified advantages and disadvantages for both instructional techniques. Reponses relative to instructional multimedia emphasized efficiency, processing level, autonomy, and detail of instruction compared to live presentation. Students and instructors identified conflicting views of instructional detail and control of the content.
联合健康和医学教育项目的教育者利用教学多媒体来促进学生心理运动技能的习得。本研究考察了教学多媒体对学生和教师态度以及学生学习行为的影响。
研究对象包括来自两所大学的 45 名学生理疗师。在研究过程中教授了两个技能集。技能集一是膝关节检查技术，技能集二是踝关节/足部检查技术。对于每个技能集，受试者被随机分配到对照组或实验组。对照组接受检查技能的现场演示教学，实验组则使用多媒体进行教学。采用交叉设计，使技能集一的对照组作为技能集二的实验组，反之亦然。在研究的最后一周，学生和教师完成了书面问卷，以评估对教学方法的态度，学生回答了关于学习行为的问题。
两组教学组在态度上没有差异，但技能集二的实验组学生报告的独自学习时间比其他组更多。
多媒体为进入健康专业的学生提供了一种教授心理运动技能的有效方法。学生和教师都确定了两种教学技术的优缺点。相对于现场演示，与教学多媒体相关的反应强调了效率、处理水平、自主性和教学细节。学生和教师对教学细节和内容控制的看法存在冲突。
