COMPARISON OF SELF-PACED LEARNING MODULES WITH DIDACTIC CLASSROOM INSTRUCTION

本研究的目的是比较自定进度学习模块与传统教学式课堂教学在化学治疗课程教学中的效果。这项研究将随机分配同意参加课程的护士参与者两种学习方法之一：自定进度或传统的课堂教学。结果总结：在指定的学习方法之前和之后，将使用标准化知识测试对受试者进行评估。教师和学生受试者准备、演示和完成课程所花费的时间将由教师决定。将使用多变量技术分析数据。1996年1月开始招募受试者，迄今为止招募了32例受试者。由于受试者增加缓慢，批准了一项修正案，以扩大数据收集范围，纳入人类免疫缺陷病毒课程。数据收集和受试者招募将继续进行。

The purpose of this study is to compare the effectiveness of self-paced learning modules with traditional didactic classroom instruction in teaching the Chemotherapy Course. This study will randomly assign consenting nurse participants who are scheduled to attend the course to one of two learning approaches: 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 32 subjects accrued to date. Due to slow accrual of subjects an amendment was approved to expand data collection to include a human immunodeficiency virus course. Data collection and subject accrual will continue.