The use of distance education to meet continuing education requirements by allied health professionals in the state of Texas.

摘要

The purpose of this study was to describe the use of distance education to meet continuing education requirements by allied health professionals. The population for this study consisted of occupational therapy, physical therapy, and speech-language pathology professionals employed at rehabilitation facilities in Texas. Survey research methodology was used for gathering and reporting data in this study. Demographic characteristics considered included clinical discipline, professional designation, years as a licensed allied health professional, and community size. Specific aspects of distance education use were explored including mean use, delivery method, provider type, and positive experience with use of distance education. Allied health professionals' perception of general characteristics of distance education, as well as their perception of distance education with regard to Rogers' Diffusion of Innovations characteristics, was also examined. Allied health professionals' use of distance education to meet continuing education requirements was found to be low. Some demographic characteristics were found to be associated with increased use, such as being a physical therapy professional, living in a small community, and being licensed as an allied health professional for a longer period of time. It was also found that allied health professionals' perception of distance education was low with respect to interaction with the instructor and other participants, as well as overall quality. Allied health professionals' perception of distance education with regard to Rogers' Diffusion of Innovation characteristics was also low, including their perception of its relative advantage, compatibility, trialability, and observability. It was found that positive experiences in using distance education to meet continuing education requirements was associated with increased use. It is recommended that providers of distance education activities for allied health professionals to meet their continuing education requirements: (1) Realize that preferences for use, delivery method, and provider type may differ among groups of allied health professionals. (2) Evaluate the distance education activities for adherence to instructional design principles. (3) Explore opportunities to maximize participants' interaction with the instructor and other participants. (4) Provide information to potential users regarding the relative advantage of using distance education to meet continuing education requirements. (5) Facilitate opportunities for potential users to experiment with distance education technologies.