Document Type
Article
Language
eng
Format of Original
4 p.
Publication Date
2-1983
Publisher
American Physical Therapy Association
Source Publication
Physical Therapy
Source ISSN
0031-9023
Original Item ID
doi: 10.1093/ptj/63.2.225
Abstract
The purpose of this study was to determine if classroom laboratory time could be reduced in a basic physical agents course. Fifty-seven junior physical therapy students were randomly assigned to three laboratory sections. All students received identical lectures, demonstrations, course materials, and laboratory manuals. The control group, Section 1, received supervision and assistance during laboratory practice. Students in Section 2 and Section 3 worked independent of instructor supervision but could receive assistance from the instructor in an adjacent room. Students in Section 2 were provided with feedback following periodic assessment by the instructor. Attitudinal questionnaire responses indicated that the students preferred the supervised laboratory section. The presence of the instructor during classroom laboratory practice of basic physical agents did not affect student performance. Comparison of written and practical examination results indicated no significant differences in student performance. Classroom laboratory time for faculty and students was reduced when students worked independently.
Recommended Citation
Kloth, Luther C. and Morrison, Mary Ann, "Supervised Versus Independent Student Laboratories" (1983). Physical Therapy Faculty Research and Publications. 103.
https://epublications.marquette.edu/phys_therapy_fac/103
Comments
Published version. Physical Therapy, Vol. 63, No. 2 (February 1983): 225-228. DOI. © 1983 American Physical Therapy Association. Used with permission.