Effect of Computer-Assisted Instruction Versus Traditional Modes of Instruction on Student Learning of Musculoskeletal Special Tests

Abstract

Background and Purpose. Physical therapist educators strive to maximize the effectiveness and efficiency of instruction by using optimal teaching methods. Most pedagogical research in allied health education has focused on acquisition and retention of cognitive knowledge rather than the development of psychomotor skills. The purpose of this study was to determine the effect of computer-assisted instruction (CAI), live demonstration (LD), and independent textbook instruction (TXT) on acquisition and retention of knowledge and skills related to musculoskeletal special tests. Subjects. Subjects were recruited over 2 consecutive physical therapy classes (2004, n=19, and 2005, n=24). Methods. Using stratified random assignment, subjects were assigned to 1 of 4 intervention groups: CAI, LD, TXT, or control. Pretest written and practical exams measured baseline knowledge and skill in 4 novel musculoskeletal special tests. Students then participated in their group's intervention. Written and practical examinations, identical to pretests, were administered immediately following the prescribed intervention to assess cognitive and psychomotor skill acquisition, and again 3 weeks later to assess retention of learning. Results. Friedman 2-Way ANOVA by Ranks revealed a significant difference in written and practical examination scores across time in each of the 3 intervention groups (P = 0.0001). Nemenyi post-hoc procedure established a significant improvement in each of these groups from pretest to acquisition (P = 0.001). No significant difference existed between acquisition and retention scores, supporting retention of acquired knowledge. Kruskal-Wallis 1-Way ANOVA by Ranks, followed by Dunn's test, revealed significant differences in learning only when the CAI and LD groups were each compared to the control group. Discussion and Conclusion. CAI was as effective as live demonstration and more effective than textbook instruction, particularly in facilitating psychomotor skill acquisition and retention. CAI is an effective and efficient mode of instructional delivery for use in physical therapist education that can be delivered anytime, anywhere.