The Perceived Value and Efficacy of Traditional Face-to-Face Versus Hybrid Methods of Clinical Instruction Among Physical Therapy Educators and Students in Doctoral Level Programs: A Qualitative Case Study
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| Publicado en: | ProQuest Dissertations and Theses (2017) |
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| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| 001 | 1928948980 | ||
| 003 | UK-CbPIL | ||
| 020 | |a 978-0-355-07985-2 | ||
| 035 | |a 1928948980 | ||
| 045 | 2 | |b d20170101 |b d20171231 | |
| 084 | |a 66569 |2 nlm | ||
| 100 | 1 | |a Eddow, Christine | |
| 245 | 1 | |a The Perceived Value and Efficacy of Traditional Face-to-Face Versus Hybrid Methods of Clinical Instruction Among Physical Therapy Educators and Students in Doctoral Level Programs: A Qualitative Case Study | |
| 260 | |b ProQuest Dissertations & Theses |c 2017 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a Physical therapy is a branch of healthcare that has advanced from an ancillary support role to an autonomous doctoral level profession in only two decades. Enrollment in physical therapy programs is increasing while resources and program length remain limited, leaving academic leaders challenged to identify instructional methods to manage resources successfully. Hybrid instructional methods incorporating computer assisted components are being used throughout higher education to better use resources, create a learner-centered environment, and provide greater flexibility. The purpose of this qualitative case study was to determine the perceived efficacy and value of hybrid versus traditional face-to-face methods of instruction in physical therapy doctoral education curriculum among educators and currently enrolled students. The population investigated was educators and current students from the Department of Physical Therapy Education at Western University of Health Sciences in Pomona, California. Data was collected using a computerized questionnaire allowing the subjects’ candid and open ended viewpoints to gain a thorough understanding their perspectives regarding these methods of clinical instruction. The transcripts of the questionnaires were analyzed for content and trends using ® qualitative software to gain a rich understanding of the phenomena being studied. The outcomes of this study were significant for both educators and students expressing a need to incorporate computer-assisted methods into clinical instruction to enhance learning. Both cohorts expressed hybrid methods optimize learning of the psychomotor skills required in practice. The outcomes of this study justify the implementation of hybrid instructional methods for promoting clinical competency while addressing the challenges of increasing enrollment and financial constraints. | |
| 653 | |a Higher education | ||
| 653 | |a Educational Quality | ||
| 653 | |a Data Analysis | ||
| 653 | |a Standardized Tests | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Curriculum Design | ||
| 653 | |a Doctoral Programs | ||
| 653 | |a Teaching Methods | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Course Content | ||
| 653 | |a Educational Strategies | ||
| 653 | |a Computer Assisted Instruction | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (2017) | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/1928948980/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/1928948980/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |