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Background and Purpose. Computerassisted instruction (CAI) has been used to supplement learning in both cognitive and psychomotor domains in professional physical therapist (PT) curricula. During a time of curriculum revision at one institution, questions about the best way to deliver content in a condensed semester led to a search for alternative methods of instruction. This study's purpose was to compare a hybrid model utilizing CAI to a traditional instructional model to determine effects on learning outcomes and satisfaction in a modalities course within a Doctor of Physical Therapy (DPT) degree program. Subjects. A convenience sample of 2 successive professional-phase student cohorts was utilized. The control group (n = 35), received a traditional model of instruction consisting of face-to-face (F2F) lectures and lab sessions. One year later, the experimental group (n = 29) received a hybrid model combining CAI modules (web-enhanced CD-ROM lectures) with F2F lab sessions for the same course content. Methods. This study employed a quasiexperimental, mixed-method, posttest design to compare retrospective data for the control group to prospective data from the experimental group. Groups completed identical graded assignments, had the same instructor, and received identical handouts and lab manuals. Results. There were no statistically significant group differences in demographic variables. The experimental group's mean final exam scores and course grades were higher than those of the control group. However, independent t tests comparing these data, and a chi-square test comparing practical exam scores, revealed no statistically significant differences between groups in acquisition of learning in cognitive and psychomotor domains, respectively. A repeated measures analysis of variance comparing final exam scores to 4-month postcourse retention exam scores demonstrated no significant difference between groups for retention of knowledge over time (interaction of group x time, P = .96). Course satisfaction surveys triangulated with focus group interview results yielded a more positive view of the hybrid course than the traditional course. Discussion and Conclusion. A hybrid course format utilizing CAI to deliver didactic content prior to F2F lab sessions supported student development along an adult-learning continuum without compromising student learning or satisfaction. A hybrid format has the potential to reduce burden on faculty time and classroom space and to strengthen student preparation for F2F class sessions.
Cheryl L. Adams (Tue,) studied this question.