Effective Use of Multimedia Technology in Athletic Training Education

OBJECTIVE: To examine the effectiveness of using a CD-ROM, Sports Injuries 3-D, by Cramer Products (Gardner, KS) in an introductory athletic training laboratory class as a supplement to traditional lecture instruction. Attitudes toward the computer-assisted instruction and usefulness of the CD-ROM program were also examined. DESIGN AND SETTING: Students in 2 introductory athletic training laboratory classes from one institution were randomly assigned to either a traditional lecture (n = 11) or traditional-lecture/CD-ROM (n = 15) group. SUBJECTS: Undergraduate kinesiology majors enrolled in "Techniques of Athletic Training" (10 men, 16 women; mean age = 22.39 +/- 3.64 years). MEASUREMENTS: We compared scores from 2 written examinations and 1 practical examination between groups. Subjects also completed weekly journals and participated in a focus-group interview at the end of the semester to elaborate on how often they accessed each resource and their feelings toward their various resources. Subjects in the traditional lecture/CD-ROM group also completed the Allen Attitude Toward Computer-Assisted Instruction Survey to evaluate pre- and poststudy attitudes toward computer-assisted instruction. RESULTS: No significant differences (P =.05) were found between groups on either the written or practical examination scores. The journals and interviews both indicated that subjects used their lecture notes (8/11 [73%] in the control group, 14/15 [93%] in the CD-ROM group) most frequently, while several students used a combination of lecture notes and the laboratory manual when studying for their examinations. Although they did not list it as their primary resource, most subjects in the experimental group reported accessing the CD-ROM for anatomical landmarks on a weekly basis. CONCLUSIONS: Although no significant difference was found between groups, we feel that given the correct application, computer-assisted instruction may have a place in athletic training education. Student attitudes toward the CD-ROM program were favorable, and the qualitative data suggest that students would use this type of educational resource provided it was targeted toward the specific course and offered a time-efficient method for access. We recommend examining the use of a CD-ROM specifically designed for a course to determine whether it would prove to be a more effective resource for students than traditional instructional resources.