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 - Funding Information:
This study was developed from a collaborative project between the Brain Injury Association of New Hampshire, Geisel School of Medicine at Dartmouth College, and the New Hampshire Bureau of Developmental Services supported by grants through the US Health Resources and Service Administration, and then the Administration for Community Living. The aim of the original project was to change the culture surrounding concussion in New Hampshire high schools, part of which included the development of evidence-based protocols for returning students to school after sustaining a concussion. A need to better understand the most effective method of content delivery for teacher in-service training became evident during the development process. The original grant did not fund the present project.
Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article:: This research was funded, in part, by an award from the College of Graduate and Professional Studies at Franklin Pierce University.
Funding Information:
This study was developed from a collaborative project between the Brain Injury Association of New Hampshire, Geisel School of Medicine at Dartmouth College, and the New Hampshire Bureau of Developmental Services supported by grants through the US Health Resources and Service Administration, and then the Administration for Community Living. The aim of the original project was to change the culture surrounding concussion in New Hampshire high schools, part of which included the development of evidence-based protocols for returning students to school after sustaining a concussion. A need to better understand the most effective method of content delivery for teacher in-service training became evident during the development process. The original grant did not fund the present project.
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
UR - http://www.scopus.com/inward/record.url?scp=85089804335&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85089804335&partnerID=8YFLogxK
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 -