The Effects of Instructional Media on Learning Outcomes in Graduate Nursing and Physical Therapy Students at Angelo State University



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Instructional media is the use of aids by an instructor to supplement student learning. Such aids have improved over the years in congruence with advances in technology. In this study, graduate physical therapy students (DPT) and graduate nursing students (GN) enrolled at Angelo State University were divided into two groups to examine the effects of supplemental instructional media on their learning experience. One group received instructional media resources in addition to PowerPoint lectures, while the control group received only the PowerPoint lectures. The intent was to determine if these additional resources contributed to improvements in the students’ grades as well as their level of engagement during a DPT and GN course. Students were separated into two GPA-matched groups with researchers blinded to participants’ group assignment. Learning outcomes were 3 quizzes, a written assignment, a test, and a survey regarding the instructional media interactions (administered to only the intervention group). Increased age of participants was negatively correlated with lack of engagement in the instructional media while all other outcomes were not found to be statistically significant. At this point, supplemental instructional media may not be necessary for students at the graduate level of healthcare education. However, as exposure to technology occurs at an earlier age, it may be necessary for teaching styles to adapt to accommodate technology influenced learning styles. Further studies should be conducted to determine if such adjustments will be necessary.



Instructional media, physical therapy, graduate nursing, interprofessional education