Comparison of Effectiveness of Interactive Videodisc Versus Lecture-Demonstration Instruction

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Abstract
The purpose of this study was to compare the effectiveness of interactive videodisc and lecture-demonstration instruction in teaching preprofessional physical therapy students a psychomotor skill, the sliding board transfer. Advocates of interactive videodisc technology claim that it is a powerful educational tool. Because most practicing physical therapists spend some portion of their workday educating other persons, the effectiveness of interactive videodisc programs may influence the way that physical therapists provide instruction. Preprofessional physical therapy students were divided into three groups that received videodisc, lecture-demonstration, or no instruction. Learning was assessed with written examinations and performance analyses. The results showed that interactive videodisc instruction was as valuable as lecture-demonstration in teaching a particular psychomotor skill. Suggestions are made for how physical therapists can integrate interactive videodisc technology into their regular clinical education activities.

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