Bukowski E L, Jensen R H, Morrison M A
Phys Ther. 1980 Feb;60(2):179-83. doi: 10.1093/ptj/60.2.179.
Physical therapists have voiced their concern that independent study units, self-assessment tools, and refresher courses be made available. In response, we developed a series of self-instructional units in radiology, gross anatomy, and applied anatomy. To evaluate two of the units (hip and knee), we compared the self-instructional method with a traditional method using assigned textbook readings. We found no significant differences in performance levels between physical therapists and physical therapy students using self-instruction and those using textbook methods of reviewing anatomy. It took less time for the participants to do self-instruction reviews than textbook reviews, and the six-month retention rate was higher for those using self-instruction. Results of an attitude questionnaire, however, indicated approval of the self-instructional method of review as being more acceptable and enjoyable than the textbook method.
物理治疗师表达了他们对提供独立学习单元、自我评估工具和进修课程的担忧。作为回应，我们开发了一系列关于放射学、大体解剖学和应用解剖学的自我指导单元。为了评估其中两个单元（髋部和膝部），我们将自我指导方法与使用指定教科书阅读的传统方法进行了比较。我们发现，使用自我指导的物理治疗师和物理治疗专业学生与使用教科书复习解剖学方法的人在成绩水平上没有显著差异。参与者进行自我指导复习比教科书复习花费的时间更少，并且使用自我指导的人的六个月保留率更高。然而，一份态度问卷的结果表明，与教科书方法相比，自我指导复习方法更被认可，也更令人愉快。
