Distance learning outcomes for Texas Tech University's physical therapy program

Journal of Physical Therapy Education, Spring 2003 by Cook, Chad E, Merrifield, H H

Background and Purpose. The most significant driving force behind distance education in the physical therapy curriculum may he the ability to overcome harriers of distance and costs. In 1994, the Texas Tech University Health Sciences Center physical therapy program expanded to a 3-campus system, opening quasidistance education at campuses inAmarillo and Odessa, Tex. Expansion occurred in order to meet the needs and desires as the primary provider of health care within the geographically vast West Texas region. The campuses of Amarillo and Odessa are linked into the (main) Lubbock campus by an interactive 2-way video called HealthNet. HealthNet is a synchronous learning environment, which allows all 3 campuses to interact through video and audio technology. Regional faculty were hired not only to teach to other campuses by virtue of HealthNet, hut also to provide laboratory education and facilitate interaction in conjunction with the didactic format. Subjects. This study investigated the grade point averages (GPAs) and dropout rates of master's-levelphysical therapist students between the Lubbock and regional campuses in 5 successive graduation years (1998-2002). Methods. For the GPA differences, an unpaired t test was selected and a M-square analysis was done to determine whether a difference in dropout rates existed between the Lubbock and regional campuses. Results. The study showed no statistically significant differences in GPAs (P

Key Words: Distance education, HealthNet, Physical therapy.

INTRODUCTION

The proliferation of distance learning enrollment, sparked by technological improvements, has outpaced traditional university enrollment within the last 4 years.1 Enrollment is projected to increase annually by nearly 33% per year, and expectations are that by 2002 nearly 2.2 million students will take advantage of this flexible learning medium.2

The number of higher education institutions offering distance-learning programs is also expected to increase dramatically to respond to student demand and to meet the market-driven applications for this medium. Burger et al2 estimated that by 2002, 85% of all 2-year colleges will offer a distance-learning course, representing an increase of 31%, and 84% of all 4-year colleges will offer distance-learning courses. This would represent an increase 22% from 1998.2 By 2002, the number of students who will be enrolled in distance education courses will represent 15% of the total population of students enrolled in higher education.2

The business community shares some responsibility for the proliferation of distance education because of the desire to provide advanced skills for its workforce at a reasonable, effective price.3 The ability to reduce travel, time, and engineering costs, typically identified as cost savings components of students enrolling in distance programs, has carried over to the educational market.

While industry may be partially responsible for the initial growth in distance learning, the needs and desires of the individual learner have also created an overwhelming demand for educational institutions to meet the lifestyle needs of the lifelong learner. Perhaps the most dominant need of students is related to the time benefits associated with geographic flexibility.4'5 The inability to attend a traditional university due to restricted geographic access may be one of the most prevalent reasons why individuals in the past have not pursued higher education degrees.

Distance Learning in Physical Therapy Schools

The most significant driving force behind distance education in the physical therapy curriculum may he the ability to overcome barriers of distance and costs. The University of Kentucky initiated a distance learning format in response to the rural health initiative of 1991, allowing individuals who live in a rural areas to pursue a degree based on continuing education.6,7 Several allied health care programs, including programs at Rocky Mountain University, Simmons College, Creighton University, Finch University of Health Sciences, and Temple University, have implemented distance-based physical therapy postprofessional doctorates or transitional doctorates of physical therapy studies in rehabilitation.8

Many students in distance-learning programs are older and do not reflect the typical student matrix of past years.9'10 Adults over the age of 22 years now make up over 50% of the traditional university student population and account for the majority of individuals enrolled in distance-learning programs.10 In a study by Ancrum-Smalls et al,11 results of licensure examination, perceptions of the overall program, faculty concern for student welfare, and distance of the program from home were identified as considerations for application to a physical therapy program. Students who were older, married, and had prior careers were the ones who identified distance from home to be the most significant factor.11 Growth in physical therapy programs may partially reflect the previously unmet demand for high-quality education for working adults.