Use of Threaded Discussion to Enhance Classroom Teaching of Critical Evaluation of the Professional Literature

Abstract

Background and Purpose. Web-based threaded discussion provides an opportunity for students to discuss topics before coming to class. The purpose of this study was to determine if use of threaded discussion would actively engage students when learning how to critically evaluate professional literature related to physical therapy. Subjects and Methods. Sixty-four physical therapist students enrolled in a course on “Critical Evaluation of the Professional Literature” participated in this study by completing a one-page survey following completion of a series of course assignments utilizing Web-based threaded discussion. Results. Respondents agreed or strongly agreed that they: 1) tried to develop at least two critical comments regarding the journal articles (97%), 2) spent time reflecting on comments of other students in their discussion group (78%), and 3) gave more thought to comments they made in a threaded discussion than they would if they had participated in a similar discussion in the classroom (81%). Discussion and Conclusion. Reflective thinking is important in developing critical-thinking skills necessary to critically evaluate the professional literature in physical therapy. Use of threaded discussion as an adjunct to in-class teaching engaged the students in reflective discussion prior to class sessions. This method of instruction allowed the professor to review the threaded discussion and assess student understanding of the discussion topic prior to class. Lecture then targeted areas of confusion and misinterpretation by the students. Web-based threaded discussion is a valuable pedagogical tool to use as an adjunct to on-campus courses to facilitate critical review of professional literature.