[PDF] Assessing The Perceived Impact Of Computer Assisted Instruction On Physical Therapy Education eBook

Author : Danielle Massery
Publisher :
Page : 36 pages
File Size : 30,35 MB
Release : 199?
Category : Anatomy
ISBN :

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Abstarct: The purpose of this study was to determine if a commercially available computer assisted instruction program, Bodyworks, has an effect on the test scores of human gross anatomy students. Twenty six physical therapy students took part in this investigation. There were 13 subjects randomly assigned to the experimental group, which used computer aided instruction, while the remaining 13 students were in the control group. The experimental group used the computer program for approximately six weeks, and both groups were tested after that time period to compare the experimental to the control group test scores. The experimental group test scores were significantly higher than those of the control group, (t = 4.673, alpha = .05). There was no correlation found between the scores of the control group and those of the experimental group, (r = -.3347). Results of an attitude questionnaire administered to the experimental group after the study indicated that the computer program was beneficial in the learning process. However, the program needed to provide more specific information regarding origins and insertions of muscles for the subject of human gross anatomy. In conclusion, it was determined that computer aided instruction may be a useful educational supplement to assist in the learning of human gross anatomy.

Author : Margaret D Roblyer
Publisher : CRC Press
Page : 176 pages
File Size : 33,61 MB
Release : 1988-11-16
Category : Business & Economics
ISBN :

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Assessing the Impact of Computer-Based Instruction provides the most comprehensive and up-to-date summary available on the effects of computer applications on both student achievement and attitudes. Within its pages is also the most extensive bibliography ever prepared on past reviews of research, current reports and articles, and dissertations in the area of computer uses in education. This groundbreaking new book provides educational decision-makers with the facts they need in order to justify the expense and effort of maintaining and expanding the instructional role of computers in schools.

Author : Dawn V. Ernstzen
Publisher : AOSIS
Page : 338 pages
File Size : 16,98 MB
Release : 2023-03-01
Category : Medical
ISBN : 1779952538

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This is the second book in the 'Health, Functioning and Technology' series. The focus of this book is on teaching, learning and assessment in rehabilitation education within the African context. The primary contributors to the book are authors from occupational therapy, physiotherapy and speech-language therapy in South Africa. The authors discuss local contextual drivers for renewing rehabilitation professions curricula that support graduates in becoming competent, socially accountable, and dynamic. The foundational element of the chapters in the book is the African context and evidence-informed educational practice. We include the impact of the COVID-19 pandemic on teaching, learning, student support and the integration of technology to assist in achieving the goals of the curricula. Through the different themes of transformative learning, curriculum renewal, technology for learning and clinical training key topics are covered on responsive curricula, leadership, interprofessional education, clinical competence, critical consciousness, peer teaching and learning, learning technologies, student support and emergency remote teaching and learning.

Author : Matthew Robert Hyland
Publisher :
Page : 129 pages
File Size : 22,45 MB
Release : 2007
Category : Computer-assisted instruction
ISBN :

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Statement of the problem. Graduate Physical Therapy educators must determine how to best utilize new technology such as computer assisted instruction (CAI, defined as supplementing or replacing classroom teaching with the computer) and identify factors that may influence a student's ability to succeed in this medium. Therefore, the purpose of the present study was to determine if student ability to learn via CAI was equivalent to traditional lecture instruction (TLI), and to determine if student self identified learning style via the Gregorc Style Delineator impacted ability to succeed. Methods. Prospective, experimental, randomized, single factor, pretest/post-test design. 33 out of a possible 40 students consented to participate in the study and were randomized to two groups: CAI n=17, TLI n=16. The groups participated in an Administration and Management of Physical Therapy course taught in 2004. Ability to learn was evaluated by a knowledge based pretest and post-test and by final course grade. Results. There were no significant differences between the groups with regard to age, gender, GPA or pretest knowledge. When comparing pretest to post-test both the TLI (52.0+/-9.5 to 85.1+/-6.1; p