Interactive training versus reading to teach respiratory protection

David A. Eckerman, Christine A. Lundeen, Andrew Steele, Heather L. Fercho, Tammara A. Ammerman, Wyndham Anger

Research output: Contribution to journalArticle

28 Citations (Scopus)

Abstract

A tenet of behavioral education is that interactive training produces superior retention compared with reading. However, this has not often been directly tested and never with practical occupational information in working adults. Adults from diverse occupational backgrounds learned the principles of proper respiratory protection presented (a) in a book, (b) on a computer monitor, (c) through interactive computerized training consisting of textual information and illustrative pictures followed by quizzes and feedback, or (d) passively viewing the information and quizzes in Condition c on a computer monitor. Interactive training produced significantly more correct test answers at immediate posttraining, 1 week, and 2 months. This study demonstrated the superiority of interactive training for teaching occupational safety and health information in working adults.

Original languageEnglish (US)
Pages (from-to)313-323
Number of pages11
JournalJournal of Occupational Health Psychology
Volume7
Issue number4
DOIs
StatePublished - Oct 2002

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Occupational Health
Reading
Teaching
Education

ASJC Scopus subject areas

  • Health Professions(all)
  • Psychology(all)

Cite this

Interactive training versus reading to teach respiratory protection. / Eckerman, David A.; Lundeen, Christine A.; Steele, Andrew; Fercho, Heather L.; Ammerman, Tammara A.; Anger, Wyndham.

In: Journal of Occupational Health Psychology, Vol. 7, No. 4, 10.2002, p. 313-323.

Research output: Contribution to journalArticle

Eckerman, David A. ; Lundeen, Christine A. ; Steele, Andrew ; Fercho, Heather L. ; Ammerman, Tammara A. ; Anger, Wyndham. / Interactive training versus reading to teach respiratory protection. In: Journal of Occupational Health Psychology. 2002 ; Vol. 7, No. 4. pp. 313-323.
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