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"Learner Media Preferences in an Evidence-Based Practice Asynchronous Web Module" icon

Learner Media Preferences in an Evidence-Based Practice Asynchronous Web Module

Evidence-based practice (EBP) is considered an integral element of healthcare education today. Using an asynchronous online tutorial may be an effective and efficient way to introduce EBP to students. The primary purpose of this case study was to identify student preference for delivery format of an online EBP tutorial by comparing interactive web modules with PDF text modules. The secondary purpose was to demonstrate student mastery of subject matter. A first year cohort (N=50) of doctor of physical therapy students was enrolled in a self-paced, online EBP tutorial consisting of five modules, each produced in both an interactive and a text format. The students were randomly allocated into two groups. A cross-over design alternated the module format between groups for the first four modules, then students chose their preferred format for module five. Pre/post surveys revealed most students preferred having both the interactive and text formats available, and accessed both when given a choice. Pre/post test scores indicated that all students achieved content mastery with no significant difference between groups. Students preferred having a choice of delivery methods. Type of delivery method did not significantly impact learning.


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