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A distance learning model in a physical therapy curriculum

T English1, A L Harrison, A L Hart

  • 1University of Kentucky, Division of Physical Therapy, Lexington 40536-0003, USA. tenglish@pop.uky.edu

Journal of Allied Health
|January 8, 1999
PubMed
Summary

Physical therapy education can be effectively delivered via distance learning. A University of Kentucky pathomechanics course showed no significant difference in outcomes between distance and on-site learners.

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Area of Science:

  • Health Sciences
  • Education Technology
  • Physical Therapy

Background:

  • The University of Kentucky established a distance learning program for physical therapy instruction in response to the 1991 rural health initiative.
  • This program integrates classroom lectures and discussions via compressed video technology with hands-on laboratory experiences.

Purpose of the Study:

  • To describe the planning, implementation, and evaluation of a specific distance learning course in pathomechanics.
  • To provide a model for distance learning instruction in physical therapy education.

Main Methods:

  • The study details the process of developing and delivering a pathomechanics course to master's-degree physical therapy students.
  • Methods include optimizing preclass preparation, scheduling, course delivery, audiovisual aids, handout materials, and video production.

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  • An evaluation approach was developed to compare distance learners with on-site learners.

    • Main Results:

    • The study outlines strategies to enhance or hinder learning objectives and presents a problem-solving approach for common issues.
    • An evaluation method was used to compare outcomes between distance and on-site learners.
    • No statistically significant differences were found in the outcome measures between the two groups.

    Conclusions:

    • Distance learning is a viable and effective method for delivering physical therapy education.
    • The implemented distance learning course achieved comparable learning outcomes to traditional on-site instruction.
    • The described approach can serve as a model for other institutions developing distance learning programs in health professions.