Comparison of Self-paced Learning Modules with Didactic Classroom Instruction

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The purpose of this study was to compare the effectiveness of self-paced learning modules with traditional didactic classroom instruction in teaching the Chemotherapy Course. The study randomly assigned consenting nurse participants who were scheduled to attend the course to one of two learning approaches: self-paced or traditional classroom instruction. Subjects were evaluated with a standardized knowledge test at intervals before and after the assigned learning approach. The time spent by instructors and student subjects to prepare, present, and complete the course was determined. Thirty-two subjects were accrued into this study. Due to slow accrual of subjects an amendment was approved to expand data collection to include an HIV course. Data collection and subject accrual continued slowly. Study was terminated.