Distance Learning Outcomes for Texas Tech Universityʼs Physical Therapy Program

Abstract

Background and Purpose. The most significant driving force behind distance education in the physical therapy curriculum may be the ability to overcome barriers of distance and costs. In 1994, the Texas Tech University Health Sciences Center physical therapy program expanded to a 3-campus system, opening quasidistance education at campuses in Amarillo and Odessa, Tex. Expansion occurred in order to meet the needs and desires as the primary provider of health care within the geographically vast West Texas region. The campuses of Amarillo and Odessa are linked into the (main) Lubbock campus by an interactive 2-way video called HealthNet. HealthNet is a synchronous learning environment, which allows all 3 campuses to interact through video and audio technology. Regional faculty were hired not only to teach to other campuses by virtue of HealthNet, but also to provide laboratory education and facilitate interaction in conjunction with the didactic format. Subjects. This study investigated the grade point averages (GPAs) and dropout rates of master's-levelphysical therapist students between the Lubbock and regional campuses in 5 successive graduation years (1998-2002). Methods. For the GPA differences, an unpaired t test was selected and a chisquare analysis was done to determine whether a difference in dropout rates existed between the Lubbock and regional campuses. Results. The study showed no statistically significant differences in GPAs (P≤.95, critical t-test value=0.061) or dropout rates (P≤.99, X2=.00258) regardless from which campus the students graduated. Discussion and Conclusion. This study supports the program hypothesis that a quasi-distance physical therapy curriculum can effectively meet the needs of students enrolled in physical therapy programs.