Effect of computer-aided instruction versus traditional modes on student PT's learning musculoskeletal special tests
Ford, Gregory Scott
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Title . Effect of computer-aided instruction versus traditional modes on student PT's learning musculoskeletal special tests. Problem . Lack of quantitative evidence to support the use of computer-aided instruction (CAI) in PT education for both the cognitive and psychomotor domains and lack of qualitative support as to an understanding why CAI may or may not be effective. Design . 3 group single-blind pre-test, immediate post-test, final post-test repeated measures with qualitative survey for the CAI group. Methods . Subjects were randomly assigned to CAI, live demonstration or textbook learning groups. Three novel special tests were instructed. Analysis of performance on written and practical examinations was conducted across the 3 repeated measures. A qualitative survey was completed by the CAI group post intervention. Results . CAI is equally as effective as live demonstration and textbook learning of musculoskeletal special tests in the cognitive domain, however, CAI was superior to live demonstration and textbook instruction at final post-testing. Significance . The significance of this research is that a gap in the literature of PT education needs to be bridged as it pertains to the effect of CAI on learning in both the cognitive and psychomotor domains as well as attempt to understand why CAI results in certain student performance. The methods of this study allowed for a wide range of generalizability to any and all PT programs across the country.