Physical therapy educators seek teaching methodologies to efficiently educate students. The purpose of this article was to perform a systematic review of the literature pertaining to the use and effectiveness of computer-assisted learning (CAL) in physical therapy education. Criteria were established for article selection. Articles related to use included those reporting at least a 30% survey response return and a sample of at least 50. Articles regarding effectiveness included only randomized control studies related to use in physical therapy and physical therapy assistant education. Six articles related to the use and 17 articles related to the effectiveness were identified. Early published investigations were focused in the area of anatomy. The survey studies related to use indicated that educators highly valued CAL, but they reported initial use to be low due to cost. Expanding software development has resulted in higher contemporary use. CAL can effectively convey content material compared to traditional methods of instruction. CAL is largely underresearched in the field of physical therapy compared to other health professions. Recommendations for future research include larger studies, broader representation of the practice field, and development of interactive programming.
Objective: Healthcare educators are usually well-intended in their educational efforts for and with patients. The purpose of this study was to conduct a meta-analysis comparing traditional versus technology-delivered healthcare education. Design: Systematic review with meta-analysis. Methods: Educational technology was operationally defined to include videos, DVDs, websites and other computer-based education programmes. Proquest Health Management, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Proquest Nursing & Allied Health, PubMed, Medline and Academic Search Premier databases were searched. Search limits included articles published between January 2006 and September 2016, authored in English and peer reviewed. There were four search terms: patient education, videos, DVDs and computer-assisted technology (CAT). A total of 5,003 articles were identified. Articles were screened for inclusion by study title, reducing the list to 407. Abstracts were read, reducing the list to 201. The remaining articles were read. Inclusion and exclusion criteria were established, and 24 studies were included in the final analysis. Effect sizes were calculated, and a meta-analysis was performed. Results: Of the 24 studies included, 12 measured improvements in knowledge, with 10 asserting statistically significant improvements with the use of technology compared to traditional delivery. According to the results of the meta-analysis, however, evidence from pooling the data more strongly favours traditional education compared to technology driven interventions.
Conclusion:This meta-analysis compared traditional versus technology-delivered healthcare education; the results suggest preference for traditional.
Results support family-centered care for all children with chronic health conditions, and interventions to increase physical activity in children with asthma, sensory, and physical disabilities.
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