Influence of Presentation Handout Completeness on Student Learning in a Physical Therapy Curriculum

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Published: Jun 3, 2013
Keywords:
PowerPoint, Lecture Format, Health Science Education

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Erika Nelson-Wong
Regis University
Heidi Eigsti
Regis University
Amy Stone Hammerich
Regis University
Nicole Ellison
Regis University

Abstract

Students and faculty have disparate opinions on how complete lecture materials should be to optimize learning. The purpose of this study was to investigate the influence of lecture handout completeness and content area on Doctor of Physical Therapy student recall/retention in foundation level courses. These findings suggest there may not be a best practice for lecture slide completeness and may be course/content dependent. In this study students performed better with complete handouts in physiology and research courses and with less complete handouts in biomechanics.

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How to Cite
Nelson-Wong, E., Eigsti, H., Hammerich, A. S., & Ellison, N. (2013). Influence of Presentation Handout Completeness on Student Learning in a Physical Therapy Curriculum. Journal of the Scholarship of Teaching and Learning, 13(3), 33–47. Retrieved from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/3311
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Volume 13, Number 3
Section
Articles
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Author Biographies

Erika Nelson-Wong, Regis University

Assistant Professor, School of Physical Therapy

Heidi Eigsti, Regis University

Assistant Professor, School of Physical Therapy

Amy Stone Hammerich, Regis University

Assistant Professor, School of Physical Therapy

Nicole Ellison, Regis University

Instructional Developer, Rueckert-Hartman College of Health Professionals

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