Development and evaluation of self-study textbooks on acid-base equilibrium using instructional design methods

Abstract

Purpose: This study aimed to develop and demonstrate the usefulness of self-study textbooks on acid-base equilibrium using the instructional design (ID) method. Methods: The subjects were nine physical therapists. Pre-, post-, and one-month posttests and self-study textbooks were conducted according to the ADDIE model. The measures were years of experience, test scores and administration time, administration time of the teaching text, and the number of times the knowledge was used in clinical practice before the one-month posttest. For statistical analysis, multiple comparisons of test scores were performed using the Bonferroni method. Each measure was analyzed using Spearman's rank correlation analysis. Results: Posttest scores were significantly higher than pretest scores (96 vs 40, p=0.027). One-month posttest scores were significantly higher than pretest scores (87 vs 40, p=0.012). One-month posttest scores were significantly lower with more frequent clinical use (r=--0.77. p=0.015). Conclusion: The self-study textbook for acid-base equilibrium using the ID method is effective. In the future, it will be necessary to formulate opportunities for clinical application after using the educational materials.