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Examination of Student Learning Outc...

Denton, David J.

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Examination of Student Learning Outcomes during a Musculoskeletal Spine Assessment Course: Hybrid Blended Model versus Traditional Classroom Delivery in a Doctor of Physical Therapy Program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examination of Student Learning Outcomes during a Musculoskeletal Spine Assessment Course: Hybrid Blended Model versus Traditional Classroom Delivery in a Doctor of Physical Therapy Program./
作者:	Denton, David J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	88 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-06, Section: B.
Contained By:	Dissertations Abstracts International82-06B.
標題:	Physical therapy. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28156917
ISBN:	9798698559900

Examination of Student Learning Outcomes during a Musculoskeletal Spine Assessment Course: Hybrid Blended Model versus Traditional Classroom Delivery in a Doctor of Physical Therapy Program.
Denton, David J.

Examination of Student Learning Outcomes during a Musculoskeletal Spine Assessment Course: Hybrid Blended Model versus Traditional Classroom Delivery in a Doctor of Physical Therapy Program. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 88 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: B.

Thesis (Ed.D.)--Marshall University, 2020.

This item must not be sold to any third party vendors.

This study explored content delivery comparisons concerning a hybrid blended model versus a traditional lecture model. Hybrid/blended models of education have made their way into graduate programs and, specifically for this study, into Doctor of Physical Therapy programs. There is a gap in the physical therapy (PT) literature describing the intricacies of distance, online, and hybrid/blended models used in doctoral education. Thirty students were randomly selected out of a hat to be placed into one of two groups with an n = 15. The course chosen in the study was a clinical decision-making segment based on assessment and examination of level of the spine. Group 1 was instructed only using traditional methods of live in person lecture and live in person demonstration of skills competencies. Group 2 was taught using hybrid blended model delivery of course content and video demonstration of all skills competencies. Research questions were answered for significance and correlation using statistical methods of an Independent Samples t-test, Chi-Square statistic, and use of descriptive statistics data and outcomes. Findings indicated that TCM and HBM groups did not significantly differ in their responses to the individual perception of satisfaction questions or in the multiple choice-test scores. However, findings suggest that the mean of Items Correct on the 8-item competency skills check-off was significantly different between the TCM and HBM categories of Group, with the HBM group scoring slightly better upon the scoring than the TCM group did. The information generated by this study may facilitate growth in health education programs that aim to expand the ability of students to attend school and increase future employment and education of those individuals in rural areas, as well as foster new interpretations of the effectiveness and perceptions of hybrid/blended learning in the current COVID-19 pandemic and social distancing culture.

ISBN: 9798698559900Subjects--Topical Terms:

588713
Physical therapy.
Subjects--Index Terms:

Blended learning

Examination of Student Learning Outcomes during a Musculoskeletal Spine Assessment Course: Hybrid Blended Model versus Traditional Classroom Delivery in a Doctor of Physical Therapy Program.
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