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疗课程教学中的有效性。这项研究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。在指定的学习方法之前和之后的时间间隔内，用标准化知识测试对受试者进行评估。确定了教师和学生受试者准备、演示和完成课程所花费的时间。本研究招募了32名受试者。由于受试者入组缓慢，批准了一项修正案，以扩大数据收集范围，纳入HIV课程。数据收集和受试者招募继续缓慢进行。研究终止。

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.