Computer-assisted instruction in curricula of physical therapist assistants

This article compares the effectiveness of computer-assisted instruction (CAI) with written, programmed instruction between two groups of physical therapist assistant students. No significant difference in the amount of material learned or retained after completion of testing using either CAI or a written, programmed text was found in this group of 16 subjects. Learning style or attitude about computers did not correlate strongly with performance after the CAI. Findings suggest that more research is needed to support decisions related to fiscal allotments for computer use in college curricula.