TY - JOUR
T1 - The Effect of in-Service Methodology on Learning Transfer for School Personnel Managing Students following Concussion
AU - Parent-Nichols, Jennifer
AU - Mousseau, Angela De Silva
AU - Cleland, Joshua
AU - Lichtenstein, Jonathan D.
AU - Maerlender, Arthur
N1 - Publisher Copyright:
© The Author(s) 2020.
PY - 2020
Y1 - 2020
N2 - 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.
AB - 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.
KW - application of evidence
KW - best practices
KW - health education
KW - health literacy
KW - program planning and evaluation
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U2 - 10.1177/2377960820948659
DO - 10.1177/2377960820948659
M3 - Article
C2 - 33415299
AN - SCOPUS:85089804335
SN - 2377-9608
VL - 6
JO - SAGE Open Nursing
JF - SAGE Open Nursing
ER -