COMPARISON OF SELF PACED LEARNING MODULES WITH DIDACTIC CLASSROOM INSTRUCTION

研究目的：本研究的目的是比较 自定进度学习模块与传统学习模块的有效性 化学治疗课程教学中的课堂教学。 方法：本研究将随机分配同意的护士参与者 谁预定参加课程的学习方法： 自定进度或传统的课堂教学。 结果总结：将使用标准化的 在指定学习前后间隔进行知识测试 approach.教师和学生科目准备所花费的时间， 现在，并完成课程将被确定。数据将 使用多变量技术进行分析。启动受试者招募 在1996年1月，有30名受试者累积至今。数据收集和 受试者累积将继续。

Study Objective: The purpose of this study is to compare the effectiveness of self-paced learning modules with that of traditional didactic classroom instruction in teaching the chemotherapy course. Methods: This study will randomly assign consenting nurse participants who are scheduled to attend the course to either learning approach: self-paced or traditional classroom instruction. Summary of Findings: Subjects will be 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 will be determined. Data will be analyzed using multivariate techniques. Subject accrual was initiated in January 1996, with 30 subjects accrued to date. Data collection and subject accrual will continue.