Comparison of Self-paced Learning Modules with Didactic Classroom Instruction

这项研究的目的是比较 自定进度学习模块与传统教学模式的有效性 讲授化疗课程的课堂教学。这 研究将随机分配同意的护士参与者 计划以以下两种学习方式之一参加课程： 自定进度或传统的课堂教学。主题将是 每隔一段时间通过标准化的知识测试进行评估 并在指定的学习方法之后。所花费的时间 教师和学生要准备、讲授和完成的科目 路线将会确定。数据将使用以下工具进行分析 多变量技术。科目应计于1月启动 1996年，迄今已积累了32个主题。由于应计费用增长缓慢 正在编写一项修正案，将数据收集范围扩大到 包括人类免疫缺陷病毒课程。数据收集 科目应计费用将继续增加。

The purpose of this study is to compare the effectiveness of selfpaced 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.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 is being written to expand data collection to include a human immunodeficiency virus course. Data collection and subject accrual will continue.