Development of a Prototype Computer-Based Instruction Module: Foundational Neuroscience for Physical Therapy Students

A Peer Reviewed Publication of the College of Allied Health & Nursing at Nova Southeastern University Dedicated to allied health professional practice and education http://ijahsp.nova.edu Vol. 2 No. 2 ISSN 1540-580X Development of a Prototype Computer-Based Instruction Module: Foundational Neuroscience for Physical Therapy Students Gilbert M. Willett, PT, MS, OCS, CSCS Associate Professor Division of Physical Therapy Education University of Nebraska Medical Center Omaha, NE Citation: Willett, GM. Development of a prototype computer-based instruction module: Foundational neuroscience for physical therapy students The Internet Journal of Allied Health Sciences and Practice. April 2004. Volume 2 Number 2. ABSTRACT This paper details one faculty members approach to developing a prototype module for a computer based instruction (CBI) course in foundational neuroscience for physical therapy students. The process was based on the generic instructional systems design model, ADDIE. ADDIE is an acronym for Analysis, Design, Development, Implementation, and Evaluation. Each step has an outcome that feeds the subsequent step or results in modification of the prior step in order to reach the desired outcome. The analysis section summarizes the state of the global academic environment in health professions education and the environment at the University of Nebraska Medical Center (UNMC) where the project took place. Events that led to development of the CBI course module are described and results of a national and local survey analysis to determine the level of interest in a CBI course for foundational neuroscience are reported. The design section outlines formation of the design team for the CBI module and describes the pedagogy of the module. Development explains the rational for determining the mode of CBI delivery, reports the amount of faculty time required for module development, and lists the equipment needed and skills required. Implementation reviews the process employed for peer validation of content and for student editorial feedback. Evaluation consists of a summary pre and post-test of results and qualitative feedback provided by test students. INTRODUCTION Neuroscience is integral to the curriculum for physical therapy students.1 It is part of the foundational information required for learning examination and intervention procedures with patients. Traditionally, neuroscience courses for physical therapy students have been taught via traditional lecture and laboratory methods. However, a current trend in education is to integrate technology into the classroom in a variety of ways.2 This trend is echoed in the critical success factors for enhancing and expanding the educational environment as a component of the Strategic Plan at this author’s university. One of the specific goals mentioned is to apply technology to improve education.3 In addition, faculty are encouraged to develop educational scholarship as a cornerstone for improving learning experiences3. A plethora of research over the past several years has been published comparing the effectiveness of computer based instruction (CBI) to traditional methods4,5. In spite of this, there is no conclusive evidence supporting the exclusive use of either instructional approach. This is particularly true in the specific area of teaching neuroscience to physical therapy students where no research comparing the effectiveness of instructional methodology has been published. General benefits of CBI have been reported. These include: the ability to provide immediate feedback,6-8 self-paced (asynchronous) learning6-10 and incorporation of graphics to illustrate visual concepts.6,11-13 The ability to incorporate moving graphics to demonstrate concepts is believed to be one of the more valuable components of CBI because it may enhance student learning.6,11-14 Graphics enhanced CBI may be especially beneficial for teaching subjects such as neuroscience because of the visual, dynamic nature of numerous concepts. © The Internet Journal of Allied Health Sciences and Practice, 2004 Development of a Prototype Computer-Based Instruction Module: Foundational Neuroscience for Physical Therapy Students 2 Based on this information, it appears that development of the CBI format for students is a critical component of any study attempting to compare the effectiveness of CBI relative to traditional lecture. Therefore instructional design would be a key factor in a study of this nature. There are a multitude of instructional systems design models, but the majority are based on the generic “ADDIE” model.15 ADDIE is an acronym for Analysis, Design, Development, Implementation and Evaluation. Each step has an outcome that feeds the subsequent step. When developing a CBI course, one recommendation for best results is to use a modified ADDIE model, which incorporates a more holistic, iterative approach to CBI module development.15 Insertion of a rapid prototype CBI module development phase as an extension of the overall course design phase is encouraged in this approach. The rapid prototype is a quickly assembled module that can be tested through peer and student evaluation early in the instructional design process. Based on feedback, the module design can be revised until there is confidence in the prototype. Once the prototype is completed, subsequent modules can be formulated more efficiently since the developers are assured of the intent and capabilities of the program. In addition, since major technical issues have been resolved, completion of the remaining modules becomes a fairly simplistic process. Thus, the intent of this paper is to describe an example of development of a rapid prototype CBI module in foundational neuroscience for physical therapy students with the eventual goal of comparing the effectiveness of CBI to traditional teaching. The remainder of this article will provide a detailed account of the process which was based on a modified ADDIE systems design model. METHOD The analysis, development, implementation, and evaluation aspects of the ADDIE model each contained research elements. The analysis portion included two surveys: 1) a survey of all accredited physical therapy programs in the United States was implemented in order to gather information concerning the present state of basic neuroscience instruction for physical therapy students and to determine the extent to which computer based instruction is being used in neuroscience curricula, and 2) attitudinal surveys of two classes of physical therapy students at the author’s institution who had previously taken the traditional neuroscience course. The intent of the student surveys was to determine: 1) whether anecdotal student comments expressing dissatisfaction with the present neuroscience course format were representative of the entire class, 2) if students might be interested in a CBI neuroscience course as an alternative to the present (traditionally taught) course (...truncated)