Payton O D
Phys Ther. 1983 Aug;63(8):1292-7. doi: 10.1093/ptj/63.8.1292.
The purpose of this study was to test the hypothesis that laboratory instruction within a one-semester course could significantly change the communication skills of physical therapists and physical therapy students in the desired direction. Effective use of communication skills, the dependent variable, is defined in the counseling psychology literature. The independent variables were parts of two academic courses for physical therapists: one for graduate students (physical therapists) and one for undergraduate students. Data from the two groups were treated separately in a one-group, pretest-posttest, quasi-experimental design. The test for overall effect of changes in communication skills of undergraduate students was significant at the .0001 level. Post hoc tests for changes in use of seven specific skills varied in significance level from .8 to .0001. Education techniques, not subject variability, accounted for most of the change. Graduate student data did not reach traditional significance levels, but encouraging trends were noted. Results can be interpreted in terms of education, clinical experience, and measurement tools.
在一个学期的课程中进行实验室教学能够显著地将物理治疗师和物理治疗专业学生的沟通技能朝着预期方向改变。作为因变量的沟通技能的有效运用，在咨询心理学文献中有定义。自变量是针对物理治疗师的两门学术课程的组成部分：一门针对研究生（物理治疗师），一门针对本科生。两组数据在单组、前测-后测的准实验设计中分别进行处理。本科生沟通技能变化的总体效果检验在0.0001水平上具有显著性。对七种特定技能使用变化的事后检验，其显著性水平从0.8到0.0001不等。教育技术而非受试者的变异性，是造成大部分变化的原因。研究生的数据未达到传统的显著性水平，但观察到了令人鼓舞的趋势。结果可以从教育、临床经验和测量工具等方面进行解读。
