Table 6 Instructors' Evaluation of Instructional Method

Program 1: "Smaller group size"; "CD-ROM provided a framework for interaction with the students"; "My time spent improving on student's technique and providing additional clinical information rather than just a 'how to'"

Program 2: "Students had the convenient access as a reference for study outside of the classroom"

Program 1: "There was control over the flow and pace of the class"; "I could keep them on track in completing the class objectives"; "Everyone was working on a single skill simultaneously, so that I could quickly check proficiency"

Program 2: "I was able to explain, discuss and apply the material without a time limit on instruction as was present in the CD"

Program 1: "Some students will not participate even if you ask, they state that they have already practiced or that they are finished"

Program 2: "Video portion was too short not allowing sufficient time to discuss the demonstration"

Program 1: "Students do not have good notes or consistent stored memories of how to complete the skill"; "I demonstrate things but students do something different compared to the demonstration"

Program 2: "Nothing"

Program 1: "Students who are self-starters get a lot out of it, they get right down to business and work through all of the skills"; "It allows students to work at their own pace"; "Provides permanent reference"

Program 2: "Students that viewed the material before class would have viewed the realism of the demonstration"

Program 2: "Students follow a consistent pattern in their learning"; "Students are engaged and attentive to the directions and during practice"

Program 2: "Personal attention to detail of psychomotor techniques"

Program 1: "Students who are not self-starters do not even get as much as they would out of demonstration"; "Dependent on the students' level of motivation and input"; "Some students had not spent much time with the CD-ROM, so they had to spend time going through the CD-ROM before practicing"

Program 2: "Some students did not seem as interested nor as concentrated in the class learning as those who did not have the video"; "Some students did not practice as long with the techniques as did the students who did not have the CD"

Program 1: "Assessing everyone's abilities in each skill as they progress"; "Assuring that the students have enough information and level of proficiency that they can continue practicing independent of the instructor"

Program 2: "Lacks the post classroom carry over as a reference for out of class study"

Program 1: "I think that this was useful - especially for students who took advantage of the opportunity"; "For some students this could be a stand-alone tool, other students could use live demonstration and feedback as stand-alone"; "For many students, demonstration augmented with CD-ROM would be great"

Program 2: "I did not like the limited time that the CD video clip had per psychomotor technique"; "Many teaching items were left out due to the time factor"

Program 1: "Absolutely; very useful"; "Supervised instruction is probably the best method to obtain a consistent level of performance"; "Feedback, individualized assistance and responding to individual variability is essential in performance development"

Program 2: "Yes, see #1 above"