خط مشی دسترسیدرباره ما
ثبت نامثبت نام
راهنماراهنما
فارسی
ورودورود
صفحه اصلیصفحه اصلی
جستجوی مدارک
تمام متن
منابع دیجیتالی
رکورد قبلیرکورد بعدی
Record identifier : 566768
Personal Name - Primary Intelectual Responsibility : Eifert-Mangine, Marsha
Title and statement of responsibility : Comparing learning and satisfaction with continuing education of physical therapists using traditional and online formats [Thesis]
Publication, Distribution,Etc. : University of Cincinnati, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D.
Body granting the degree : , University of Cincinnati
Summary or Abstract : Purpose. Physical Therapists, like many professionals, require continuing education for re-licensure or certification. To meet the needs of professionals, continuing education providers are utilizing the Internet to provide high quality, economically affordable, convenient, and clinically relevant educational courses. The purpose of this study was to compare satisfaction and learning of healthcare professionals, utilizing traditional versus Internet-delivered formats of continuing education courses. Methods. A quasi-experimental, pretest/posttest controlled comparative design was used to compare the mode of instruction on the two dependent variables of satisfaction and learning. Analysis. Descriptive statistics were reported and group equivalence tests conducted. Reliability of the satisfaction instrument and the pretest/posttest instruments were assessed using the Cronbach alpha coefficient. Multivariate analysis of covariance (MANCOVA) with dependent variables of knowledge gain and satisfaction score was analyzed in a customized multivariate general linear model with pretest knowledge score as a covariate as well as influence to take the course and effort in the course. Results. The results indicate no significant differences between groups when employing a one tailed probability value addressing the directional hypothesis: (Pillai's Trace = .015, F (2, 53) = .415, p = .332, multivariate ? 2 = .015). Conclusions. The results of the analysis do not empirically support that participants in online continuing education activities were satisfied and did gain knowledge. It was concluded that the effectiveness of online continuing education courses is dependent on resources available to instructors and participants, as well as the attitudes and professional responsibility of those individuals participating in the course..
Information of biblio record : TL
 
 
 
(در صورت عدم وضوح تصویر اینجا را کلیک نمایید)