|
|
|
|
||
|
|
|
|||
| Your Location: Home > Volume 7, Issue 1 | |||||
|
CURRENT ISSUE
BACK ISSUES SUBSCRIBE ADVERTISE ABOUT JCEHP FOR AUTHORS JCEHP AWARD SEARCH |
Volume 7 (1)
Volume 7, Issue 1, 1987 
J Contin Educ Health Prof 1987; 7(1):36-45
ALLIED HEALTH
Andrew Guccione, MSPT, PT Teresa J. Brady, MA, OTR Jurate A. Sakalys, PhD, RN Pamela M. Schroeder, MSN, RN A b s t r a c t The Solomon four-group design study investigated the effects of a continuing education Review Course in Rheumatology (RCR) on allied health professionals' knowledge. Following stratified random selection from RCR and Arthritis Health Profession Association (AHPA) annual scientific meeting registrants, 45 RCR participants and 44 controls agreed to participate in the study. RCR participants received didactic instruction in intermediate-level general rheumatology and in one of three specialty areas of their choice: pain management, functional assessment, or psychosocial adaptation. Pre- and post-instruction tests were administered to both groups of subjects. RCR and control subjects did not differ significantly in demographic characteristics or in baseline knowledge. Using two-way analysis of variance to examine the effects of pre-testing and course participation, marginally significant course effects were found for the general rheumatology session (p = .057). Significant course effects on knowledge were found for the specialty sessions on pain management (p = .012) and psychosocial adaptation (p =.026). Pre-test and interaction effects were not significant for these three sessions. No significant course or interaction effects were found for the functional assessment session, but pre-testing had a significant effect on post-test scores from this session (p = .01). The investigators concluded that: 1) interdisciplinary approaches to intermediate-level continuing education may not increase general knowledge effectively; 2) interdisciplinary approaches to intermediate-level continuing education may led to higher levels of learning when participants are able to choose relevant content; and 3) pre-testing may influence post-test scores and in some instances despite use of controlled designs. |
|
|
JCEHP.com & The Journal of Continuing Education in the Health Professions All rights reserved Disclaimer · About This Site · Web Editor · Make JCEHP Your Homepage Information on this site was last updated: 28 October 2008 |
||