Date of Award:
5-2006
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
Instructional Technology and Learning Sciences
Department name when degree awarded
Instructional Technology
Committee Chair(s)
Byron Burnham
Committee
Byron Burnham
Committee
Margaret Lubke
Committee
Andrew Gibbons
Committee
Mike Toney
Committee
Nick Eastmond
Abstract
While medical technology, intervention, and treatment continue to advance, patients often find themselves involved in an increasingly complex healthcare system. Because of this, many patients lack access to the knowledge to facilitate successful navigation or participation in healthcare systems to their best advantage. Patient education that provides experiential information has been shown to reduce anxiety levels and increase patient health outcomes and compliance with medical instructions or recommendations. Given the demonstrated effectiveness of experiential instruction in patient education, Model-Centered Instruction (MCI) has the potential to be an effective instructional design for patient education because it affords the learner experience with systems or models in the presence of instructional augmentation. While MCI design theory is well-documented, it has not been widely implemented and tested at the instructional product level.
education. This project combines both design study research in MCI and research into MCI and its application to patient education. The study utilized a quasi-experimental design and included 40 participants in a control group (N=20) and an experimental group (N=20). Survey instruments included a pre and post State-Trait Anxiety Inventory (STAI), a pre and post patient survey, a pre and post physical therapist survey, and an instruction survey that was administered to the experimental group after each instructional session.
Results indicated that participants in the experimental group that received the MCI were less anxious and more compliant than the participants in the control group that did not receive the MCI. The experimental groups did not differ in anxiety or compliance with regard to age or gender. The experimental group also felt more confident than the control group in talking to healthcare providers and asking friends and family for assistance. The experimental group participants were also more likely to complete their physical therapy sessions at the facility and at home. The significance of these findings for MCI design and its application to patient education is discussed.
Checksum
caadb90ca30b43b25af165f18caa8d8e
Recommended Citation
Parlin, Mary Ann, "Model-Centered Instruction: A Design Research Study to Investigate an Alternative Approach to Patient Education" (2006). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 4358.
https://digitalcommons.usu.edu/etd/4358
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