ERIC Number: EJ940856
Record Type: Journal
Publication Date: 2011
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1947-380X
EISSN: N/A
Effect of Performance Feedback on Perceived Knowledge and Likelihood to Pursue Continuing Education
Eberman, Lindsey E.; Tripp, Brady L.
Athletic Training Education Journal, v6 n2 p69-75 Apr-Jun 2011
Context: For practicing health care professionals, waiting for a teachable moment to identify a gap in knowledge could prove critical. Other methods are needed to help health care professionals identify their knowledge gaps. Objective: To assess the effect of performance feedback on Athletic Trainers' (AT) perceived knowledge (PK) and likelihood to pursue continuing education (CE). Design and Setting: Pre-test, post-test control-group design to measure PK and likelihood to pursue CE before and after assessing actual knowledge (AK) in an on-line classroom (Campus Edition 6; Blackboard Inc.). Participants: We randomly sampled potential participants (n = 2000) from the National Athletic Trainers' Association membership directory and then randomly assigned (n = 103/2000, 5.1%) them to control (n = 58) or experimental groups (n = 45). Interventions: Performance feedback following the AK assessment in the experimental group. Main Outcome Measures: We assessed PK and likelihood to pursue CE before and after the AK assessment. We calculated differences between pre-test and post-test scores and knowledge gap. Two independent samples t-tests examined the effects of feedback on the dependent measures. Multiple linear regression was used to predict post-test likelihood to pursue CE using three variables: PK, pre-test likelihood to pursue CE knowledge gap. Results: We found a significant difference (68.2%) between groups for likelihood to pursue CE (P = 0.01, ES = 0.45). The experimental group demonstrated a 13.8% (pre-test = 4.12 plus or minus 1.32, post-test = 4.78 plus or minus 1.13) increase in likelihood to pursue CE, while the control group increased 4.4% (pre-test = 4.60 plus or minus 1.07, post-test = 4.81 plus or minus 1.08). Pre-test likelihood to pursue CE was a significant predictor of post-test likelihood to pursue CE (r = 0.74, R[superscript 2] = 0.55, P = 0.05). We observed a moderate relationship between pre-test knowledge gap and post-test likelihood to pursue CE (r = 0.31, R[superscript 2] = 0.10, P less than 0.01). Pre-test knowledge gap was a significant predictor of post-test knowledge gap (r = 0.88, R[superscript 2] = 0.77, P less than 0.01). Conclusions: Knowledge assessment alone increases the likelihood to pursue CE, yet when feedback is provided ATs are more likely to pursue CE. (Contains 1 figure and 2 tables.)
Descriptors: Feedback (Response), Experimental Groups, Control Groups, Multiple Regression Analysis, Pretests Posttests, Maximum Likelihood Statistics, Achievement Need, Academic Aspiration, Achievement Gap, Knowledge Level, Health Related Fitness, Athletic Coaches, Professional Continuing Education, Measures (Individuals), Achievement Gains, Training Methods, Performance Based Assessment
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A