Assessing the value of employing the HyperInquiry model in HIV and AIDS clinical training for physician assistants
Daniel T. Vetrosky, University of South Alabama, United States
University of South Alabama . Awarded
Due to the rapid advancement in internet technology many medical educators have employed the Web as a resource and instructional tool, oftentimes without a solid theoretically-based background from which to design a curriculum. As a result students and instructors face the problem of specifying learning outcomes, matching those outcomes with learning objectives, finding and navigating credible Web sites, and allowing for the flexibility to achieve complex learning outcomes.
The purpose of this study was to ascertain the value of employing an inductive inquiry approach to Web-based clinical instruction in HIV and AIDS education. There were six aspects of the study's focus that were examined. These included how the students used the HyperInquiry model (Dempsey & Litchfield, 2001) in terms of concentration, distraction and effort, identifying advantages and impediments to the model's use, determining what learning outcomes actually took place during the model's use, determining how the process of using the model allowed for formulating a diagnosis and treatment, and determining if the model created interest/enjoyment, value/usefulness, and perceived choice in the content area for the student. Descriptive statistics and focus-group themes were used to explore all of the six research questions. A paired samples t test was used to ascertain differences in pretest and posttest means examining what learning outcomes took place. The Intrinsic Motivation Inventory designed by Deci, Eghrari, Patrick and Leone (1994) was used to ascertain the interest/enjoyment, value/usefulness, and perceived choice during use of the model.
Findings showed that students were able to concentrate and maintain effort in completing the learning module with little distraction. Advantages identified included credible Web site provision and guided learning through specified behavioral learning objectives. An impediment identified included the long length of time it took to get used to learning how to use the model. Focus group themes and the paired samples t test showed that learning did take place. In addition, themes identified that the complex steps of learning how to make an appropriate diagnosis and treatment options were achieved. The Intrinsic Motivation Inventory and themes showed that students appreciated the freedom of choice afforded by the model's use and felt that interest and enjoyment was the least appreciated factor of the model's use.
Vetrosky, D.T. Assessing the value of employing the HyperInquiry model in HIV and AIDS clinical training for physician assistants. Ph.D. thesis, University of South Alabama.
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