The Effect of in-Service Methodology on Learning Transfer for School Personnel Managing Students following Concussion.
| Autor: | Parent-Nichols J; Doctor of Physical Therapy Program, Tufts University School of Medicine, Boston, Massachusetts, United States., Mousseau AD; Department of Education and Counseling, Rivier University, Nashua, New Hampshire, United States., Cleland J; Doctor of Physical Therapy Program, Tufts University School of Medicine, Boston, Massachusetts, United States., Lichtenstein JD; Department of Psychiatry, Dartmouth-Hitchcock Medical Center, Geisel School of Medicine at Dartmouth, Lebanon, New Hampshire, United States., Maerlender A; Center for Brain, Biology & Behavior, University of Nebraska, Lincoln, Nebraska, United States. |
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| Jazyk: | angličtina |
| Zdroj: | SAGE open nursing [SAGE Open Nurs] 2020 Aug 23; Vol. 6, pp. 2377960820948659. Date of Electronic Publication: 2020 Aug 23 (Print Publication: 2020). |
| DOI: | 10.1177/2377960820948659 |
| Abstrakt: | Background: It is essential to increase the knowledge base of teachers involved in facilitating return to learning in middle school students following a concussion. However, the best method to enhance the transfer of learning for teachers remains to be elucidated. Application of Adult Learning Theory (ALT) is a plausible solution to this problem. Purpose: The purpose of this randomized post-test study was to examine the effects of ALT on the transfer of learning in teachers who work with individuals with concussion. Methods: A convenience sample of 169 teachers at four middle schools were randomized to receive an in-service regarding concussion management either in ALT or traditional lecture format. Vignettes approximating classroom practice evaluated learning transfer. Results: one-way between subjects ANOVA revealed no significant difference between the methods of educational delivery on group assessment scores (p = .22). Additionally, a regression analysis did not identify any demographic variables that predicted learning transfer (p = .65). A statistically significant difference existed for four questions (1, 4, 7, 25) between the groups (p = .03, .02, .01, .00, respectively). These vignettes were those that assessed information that was likely novel to the learner. Discussion: The current study demonstrated that ALT applied to teacher in-service did not impact transfer of learning immediately post training compared to a traditional lecture format. Future research should continue to examine the effects of various educational strategies to enhance learning transfer for teachers managing students in the classroom after concussion. Competing Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. (© The Author(s) 2020.) |
| Databáze: | MEDLINE |
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