Veneri Diana A, Gannotti Mary
Department of Rehabilitation Sciences, Physical Therapy Program, Dana 410, University of Hartford, 200 Bloomfield Avenue, West Hartford, CT 06117, USA. Tel 860-768-4542.
J Allied Health. 2014 Winter;43(4):e75-81.
Physical therapy (PT) educators have been charged by the American Physical Therapy Association's Vision 2020 with the aim of developing critically reflective knowledge about teaching and learning using innovative teaching methods. Computer-assisted learning (CAL) affords the opportunity to supplement face-to-face teaching methods. The purpose of this study was to compare student performance and preferred instruction mode between a hybrid model using CAL modules and a traditional lecture-based model.
The posttest-only control design used mixed methods to assess two successive student cohorts (2011 and 2012). Cohort 1 was instructed using only traditional teaching methods of lecture and laboratory experiences, while Cohort 2 was taught using both traditional teaching methods and the CAL modules created for 10 content areas. Students viewed each CAL module after the in-class lecture, prior to the corresponding laboratory. Student performance was assessed with weekly 10-question quizzes. One-minute papers and focus group discussions were administered to Cohort 2 to gauge satisfaction and perceptions of the CAL modules.
Results revealed that the mean quiz grades for Cohort 2 were higher than those for Cohort 1, 86.1 vs 80.4. When comparing final exam grades and final grades for the course between groups, a statistically significant difference exists with the final exam grade, p<0.01.
It appears that the CAL modules were useful to supplement this course content. Innovative, interactive, and varied teaching methodologies will serve to better engage students as lifelong learners.
美国物理治疗协会的《2020愿景》要求物理治疗（PT）教育工作者以创新教学方法培养关于教学与学习的批判性反思知识。计算机辅助学习（CAL）为补充面对面教学方法提供了机会。本研究的目的是比较使用CAL模块的混合模式与传统的基于讲座的模式之间的学生表现和偏好的教学模式。
仅后测控制设计采用混合方法评估两个连续的学生队列（2011年和2012年）。队列1仅使用讲座和实验室实践的传统教学方法进行授课，而队列2则同时使用传统教学方法和为10个内容领域创建的CAL模块进行教学。学生在课堂讲座后、相应实验室之前观看每个CAL模块。通过每周10道题的测验评估学生表现。对队列2进行了一分钟论文和焦点小组讨论，以衡量对CAL模块的满意度和看法。
结果显示，队列2的平均测验成绩高于队列1，分别为86.1和80.4。在比较两组之间的期末考试成绩和课程最终成绩时，期末考试成绩存在统计学上的显著差异，p<0.01。
CAL模块似乎有助于补充本课程内容。创新、互动和多样化的教学方法将有助于更好地使学生成为终身学习者。
