Griggs B M
Nurs Res. 1977;26(1):34-41.
An autotutorial, audiovisual minicourse was designed to: 1) inform nurses and other hospital personnel to handle effectively problems associated with contamination and decontamination of respiratory therapy equipment according to the best procedures currently availabel, 2) investigate how different instructional methods are related to student achievement, and 3) determine an effective approach for implementing this educational modality. The subjects-137 allied health students, predominantly nurses, enrolled in introductory microbiology in the Department of Biology, Georgia State University, Atlanta, during the Spring Quarter 1974-were randomly placed in four treatment groups: 1-programmed instruction (PI), 2-audiovisual (AV), 3-AV-PI combined, 4-no exposure to the mini-course-control group. Achievement was measured by comparing pre- and posttest scores on a subject matter achievement test. An analysis of variance revealed that not all treatment population means were equal. Tukey's Honestly Significant Difference Test showed that all three groups exposed to one or both methods of the minicourse scored higher than the control group, with the AV-PI group scoring highest.
设计了一个自学式视听微型课程，目的如下：1）告知护士和其他医院工作人员如何根据当前可用的最佳程序有效处理与呼吸治疗设备污染和去污相关的问题；2）研究不同的教学方法与学生成绩之间的关系；3）确定实施这种教育模式的有效方法。1974年春季学期，在佐治亚州立大学生物系参加微生物学入门课程的137名专职健康专业学生（主要是护士）被随机分为四个治疗组：1）程序教学（PI）组；2）视听（AV）组；3）AV-PI组合组；4）未接触微型课程的对照组。通过比较学科成绩测试的前测和后测分数来衡量成绩。方差分析表明，并非所有治疗组的总体均值都相等。图基的真实显著差异检验表明，接触微型课程的一种或两种方法的所有三个组的得分均高于对照组，其中AV-PI组得分最高。
