English T, Harrison A L, Hart A L
University of Kentucky, Division of Physical Therapy, Lexington 40536-0003, USA.
J Allied Health. 1998 Fall-Winter;27(4):228-32.
In response to the rural health initiative established in 1991, the University of Kentucky has developed an innovative distance learning program of physical therapy instruction that combines classroom lecture and discussion via compressed video technology with laboratory experiences. The authors describe the process of planning, implementing, and evaluating a specific distance learning course in pathomechanics for the professional-level master's-degree physical therapy students at the University of Kentucky. This presentation may serve as a model for teaching distance learning. Descriptions of optimal approaches to preclass preparation, scheduling, course delivery, use of audiovisual aids, use of handout material, and video production are given. Special activities that may enhance or deter the achievement of the learning objectives are outlined, and a problem-solving approach to common problems encountered is presented. An approach to evaluating and comparing course outcomes for the distance learnere is presented. For this particular course, there was no statistically significant difference in the outcome measures utilized to compare the distance learners with the on-site learners.
为响应1991年发起的农村健康倡议，肯塔基大学开发了一项创新的物理治疗教学远程学习计划，该计划通过压缩视频技术将课堂讲座和讨论与实验室实践相结合。作者描述了为肯塔基大学专业水平的物理治疗硕士学位学生规划、实施和评估一门特定的病理力学远程学习课程的过程。本介绍可作为远程学习教学的一个范例。文中给出了课前准备、课程安排、课程交付、视听教具使用、讲义材料使用和视频制作的最佳方法说明。概述了可能促进或阻碍学习目标实现的特殊活动，并针对遇到的常见问题提出了一种解决问题的方法。还介绍了一种评估和比较远程学习者课程结果的方法。对于这门特定课程，用于比较远程学习者和现场学习者的结果指标没有统计学上的显著差异。
