Improving Teaching with Technology Reports

The Improving Teaching with Technology grants encourage faculty to engage in evidence-based practice around teaching and learning and facilitates the sharing of information about effective and ineffective practices. The grant process is simple. Here are the instructions:

Reports from the Improving Teaching with Technology Grants  2013-2018
2016-2018 reports in the online archive

Grants from 2015-16 by Category

Feedback to Students 


Sharon Gorman, PT, DPTSc, GCS, FNAP (2016)
Rolando Lazaro PT, PhD, DPT, GCS
Bret Kennedy PT, DPT

Enhancements to Comprehensive Practical Examinations to Optimize Critical Self-Reflection and Independent Clinical PracticeView in a new window
This project explores ways to delay self-reflection reflection and feedback, allowing students adequate time for complete reflection and potentially increasing its value to students. This project also explores how to remove the instructor from the immediate testing area, giving the student a feeling of more independent practice and more realistic of eventual clinical practic


Rolando Lazaro PT, PhD, DPT, GCS (2015)
Analysis of Faculty Supervisor Comments on Student PerformanceView in a new window
Optimize student learning by analyzing instructor feedback when linked to CLOs to identify trends, strengths and weaknesses to determine and support future changes in course content

Paulina Van, Ph.D, RN, CNE (2015)
Use of multimedia (video or audio) feedback to students on assignmentsView in a new window
Enhance learning by providing individualized and informative comments to students in a  personalized way that would enhance connections and clarity during the feedback process


Mindfulness and Meditation 


Paulina Van, Ph.D, RN, CNE (2015)
Meditation & mindfulness practices during class sessions: Impact on student learning experiencesView in a new window
Beginning classes with centering exercises to increase student engagement and improve learning outcomes


Classroom Response Systems  ( Clickers, Socrative and  Color Coded Cards)


Barb Puder, PhD (2016)
Use of Color Coded Response Cards Improves Student EngagementView in a new window
A set of color coded student response cards were created and used by students to answer multiple choice questions.  The color coded cards were used in place of the electronic audience response systems ( Turning point, Socrates, etc…)


Donna Breger Stanton, OTD, OTR/L, CHT
Goli Hashemi, MPH, OTR/L View in a new window(2014)

Using Socrative to reinforce student learningView in a new window
Using Socrative to reinforce student learning using mobile phones for student response

Pamela A. Minarik, PhD, RN, CNS, FAAN (2014)
Use of clickers to prepare for multiple choice testing
Used clickers for practice with multiple choice tests.

Chi-Kwan Shea, PhD, OTR/L (2013-2014)
Turning the Tide of Taking THOSE TestsView in a new window
Using TurningPoint student response system in the classroom

Eric Stamps, DPM (2014)
Increasing learner engagement using TurningPoint in PM-754View in a new window
Increase learner engagement during an otherwise passive lecture-based course


Patricia Brennan, PhD, RN (2013)
Utilization of SOCRATIVEView in a new window
View in a new windowUsing student response systems in the classroom

Richard MacIntyre, PhD, RN, FAAN (2013)
Trial of Socrative.comView in a new window
Student response system as an integral part of lecture

Video, Narrated Powerpoints and Podcasts


Sharon Gorman, PT, DPTSc, GCS, FNAP (2016)
Adding Lecture Capture to a Physical Therapy Course: Pilot ProjectView in a new window
Collaborated with Media Services to use Lecture Capture technology in recently upgraded selected classrooms to enable lectures to be captured electronically as a coordinated video with projected content and audio from speaker and to provide copies of the lecture for student access after the course sessions.


Christina Rey, RN, MS, PhD
Podcasting and Flipped ClassroomView in a new window
Google hangouts was used to record podcasts and the Canvas platform used to make the podcast links available to the students. The project seeks to evaluate if and how podcasted material and the flipped classroom setting can enhance learning by students in the Bachelors of Science in Nursing program. 

Chi-Kwan Shea, PhD, OTR/L (2016)
Flipping the Teaching/Learning ProcessView in a new window 
The instructor created online lessons by inserting video and voice recording technology into PowerPoint lectures. The lectures were posted online for students  to view prior to the scheduled class session. During class sessions, students engaged in several team learning activities used to utilize information learned from the online lectures. 


Teresa Gwin, EdD RN NP
Canyon Steinzig, PhD, RN (2015)
Use of Online Case preparation and PBL in the ClassroomView in a new window
The students access an online course called HESI in order to improve learning and outcomes in their licensing exam. This project assigned the HESI Case studies as preparation to the didactic portion, quizzed the students in class using Socrative on the preparation content, and utilized the HESI Patient Reviews as in class PBL for one semester.  During this semester students also take proctored HESI exams; a new tool called Adaptive quizzing was utilized to assist in preparing for the two proctored exams.  Prior powerpoints used to deliver content were Podcasted and placed on Canvas as an reference source. All traditional lecture was eliminated.


Mark Abelson, Diane Hansen, Michael Leaver, Barbara Ryken, Debbie Sommer, Hai-Thom Sota, Kathryn Ward (2014)
Interdivisional  Teaching Session 
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Students were required to view two brief videos that pertained to the nature of databases and then to search with subject headings

Benjamin Boyd, DPTSc, PT, OCS (2014)
Use of pre-class podcasts for content deliveryView in a new window
The instructor recorded eight, 15-22 minute, podcasts covering the main didactic material for the course including the appraisal of intervention studies, diagnostic studies, prognostic studies and systematic reviews.  This content was successfully conveyed to the students pre-class and allowed for more in depth discussions of analysis and application of the content.  Quiz and midterms results for these content areas were consistent with previous terms in which no podcasting was utilized.  In addition, we were able to focus in class conversations and activities on more application than in the past as the student came in the door already having a concept of principles, definitions and more didactic content.  In the past, despite having reading assignments, students did not absorb and “pre-process” information prior to coming in to class. This provided a significant advancement in the depth with which we were able to discuss content in class.  This was evident in the number of students participating in the activities and discussions, but more importantly the depth of their questions and ability to further engage in the material beyond a base level of needing to understand simple definitions and concepts.

Patricia Brennan, PhD, RN, MS (2014)
Accessing  Synchronous Genetic Expertise: An Opportunity for Active EngagementView in a new window  
Guest speaker in virtual sessions using Adobe Connect

Nicole Christensen, PT, PhD, MAppSc (2014)
Susan Grieve, PT, DPT, MS,OCS
Strategic Use of Blended Learning to Increase Opportunities for Active Application of Concepts in ClassView in a new window
Narrated PowerPoints were created in 2013 and analyzed. In 2014, additional areas were added and podcasts were created after analysis of several years of student feedback.

Carol Gilson, PhD (2014)
Supplementing Team Based Learning with Narrated PowerPoint PresentationsView in a new window 
Analysis of impact on students test scores after posting narrated PowerPoint presentations in a physiology course

Carol Gilson, PhD (2014)
Supplementing View in a new windowTeam Based LearningView in a new window with Narrated PowerPoint PresentationsView in a new window
Analysis of students' opinion and perception of usefulness of the narrated PowerPoint presentations in a physiology course

Sharon Gorman, PT, DPTSc, GCS, FNAP (2014)
Susan Grieve, PT, DPT, OCS
Visit Note Documentation Assignment
Practice in a nearly real-world setting how to write a PT visit note using Defensible Documentation standards. Additionally, observe a PT intervention via video.

Rolando Lazaro, PhD, DPT, GCS (2014)
Incorporation of Video Clips in a Problem-Based Learning Seminar
Determine the effect of incorporation of video clips in a problem-based small group seminar on student learning and perceived course satisfaction

Rolando Lazaro, PhD, DPT, GCS (2014)
Using iPads and current SMU technology to record patient encountersView in a new window
Recording patient encounters for review and critique using current University technology infrastructure

Christina Lewis, PhD
Online Supplemental Lecture Videos and Smartboard: Enhancing Comprehension of Challenging Content 
Short videos were constructed and made available online for student reference.

Jennifer McAdam, PhD, RN
Utilizing Online Mosby Skills as Preparation for the Clinical Skills Lab
Mosby Skills Modules completed before the skills lab

Mary Premenko-Lanier, PhD (2014)
Supplementing test preparation material with recorded lectureView in a new windowsView in a new window
Students listened to video-recorded lectures I recorded and posted on Canvas

Laurie Rosa, RN, MS, CLE (2014)
Podcasting for Powerful Classroom Time!View in a new window
Podcasts of lecture were made and placed into Canvas for students to access at their convenience

Kate Shade, PhD, RN (2014)
Christina Rey, PhD, RN (2014)
Saving (faculty) sanity: Flipping the classroom and sharing resourcesView in a new window
To provide consistency and enhance the quality of teaching/learning, we flipped the classroom and shared all resources. Dr. Rey has expertise in quantitative research and Dr. Shade has expertise in qualitative research. Together, we created podcasts to review the concepts we wanted the students to learn

Kate Shade, PhD, RN (2014)
Continued Development of a hybrid course
To provide consistency and enhance the quality of teaching/learning, we flipped the classroom and shared all resources.

Paul Smith PhD, RN (2014)
Use of Mosby Nursing Skill Modules to Improve Student LearningView in a new window
Mosby Nursing Skill modules were assigned each week during the five-week course. To demonstrate completion of each module, students were required to complete the on-line “test” (NCLEX style questions) with of score of at least 80% (after two attempts) and present their Certificate of Completion or transcript to their skills lab instructor as their “ticket to class”.

Paul Smith PhD, RN (2014)
Use of Mosby Nursing Skill Modules to Improve Student View in a new windowLearningView in a new window in Health AssessmentView in a new window
Using Mosby Nursing Skill modules to improve performance in Health Assessment


Margaret Rivero Early, PhD, RN (2013)
Flipping the classroomView in a new window
Creating video lectures to preview to prepare students to come to discuss and engage

Marjorie Hammer, MSN, FNP-C, PMHNP, CNS-MH (2013)
Word for Word: Memoir, Video & Role Play to Enhance Understanding of the Lived Experience of Mental Illness and the Nursing Role in Assessment of Mental Illness and the Promotion of Mental Health.
Using cell phones or laptops, students in small groups video'd acting of self-selected scenes from memoirs and held a film festival to premier their video and engage in peer-to-peer discussion to enhance understanding of the lived experience of mental illness

Marjorie Hammer, MSN, FNP-C, PMHNP, CNS-MH (2013)

VOICES: Growth and development
Using cell phones or laptops, students video'd own personal story of moment in health history during childhood during assigned developmental stage, posted video on learning system discussion board,  and created and/or received written or voice comments to develop the ability to make substantive comments and enhance knowledge, understanding and compassion re: growth and development during childhood and adolescence.

Arlene Sargent, EdD, MSN, RN (2013)
Voice Over PowerPointView in a new window
Using narrated PowerPoint in an online course

Kate Shade, PhD, RN (2013)
Improving the teaching/learning of infectious diseaseView in a new window
Create short  voice over PowerPoints that highlight the main concepts relevant to the class content. Include website links and articles to complement the PowerPoint material. Provide a Powerpoint with clicker questions for discussion in the classroom.

Canyon Steinzig, PhD, RN (2013)
Teresa Gwin, EdD RN NP (2013)
Flipping the classroomView in a new window
Frontloading the class with a series of video lectures

Jerry Thompson, MSN, RN, CNE (2013)
Bringing N-95 mask fitting to the classroom
Provide a video on mask fitting to show in the classroom in lieu of going to the hospital for training

Alyssa Erikson, PhD, RN (2013)
Increasing student engagement and accuracy with pediatric medication calculations
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Create and post short animated/narrated lessons on calculation methods and compare student test scores to scores from lecture only

Using Video Chat and Video Conferencing


Michelle DeCoux Hampton, PhD, RN (2015)
Online Office Hours Using Canvas Big Blue Button vs. Adobe ConnectView in a new window
Provide a forum for student question and answer to engage with students in online courses 1:1 and/or in small groups.


Patricia Brennan PhD, RN (2014)
Using Digital Media to Create and Expand Opportunities in Health Policy
A student who was unable to attend the synchronous class recorded a presentation for review and comment by students in an asynchronous format using Adobe Connect


Patricia Brennan, PhD, RN (2013)
Utilization of video chat feedback in student assessmentView in a new window
Provide enhanced social presence through CANVAS videochat feedback to promote improved student engagement and instructor productivity

Video for Peer Review


Jane Perlas, DNP, APRN, NP-C (2016)
I See U YouSeeU: Teaching Online Skills LabView in a new window
YouSeeU allows our online students to videotape themselves for their assigned projects.  Students record, critique peers, and submit to faculty their video projects for video or audio feedback. YouSeeU provides the needed visual aid that will demonstrate competency of our online students’ lab skills. 


Marjorie Hammer, MSN, FNP-C, PMHNP, CNS-MH (2014)
Evidence-based Immunization Simulation (e-SIM) 
Through role play of vignettes, students accessed the CDC website and simulated electronic health records via Practice Fusion to explore the voice of the CDC, the health provider, the family and the child, grappling with issues related to medical ethics, health promotion and disease prevention,  infectious disease and immunizations -Revised project from 2013


Sharon Gorman, DPTSc, PT, GCS (2013)
Neuro Clinic peer reviews using Canvas
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Videotape peer assessment assignment and conduct peer assessment using Canvas for Neuro Clinic.

Marjorie Hammer, , MSN, FNP-C, PMHNP, CNS-MH (2014)
Evidence-based Immunization Simulation (e-SIM) 
Through role play of vignettes, students accessed the CDC website and simulated electronic health records via Practice Fusion to explore the voice of the CDC, the health provider, the family and the child, grappling with issues related to medical ethics, health promotion and disease prevention,  infectious disease and immunizations -Revised project from 2013

Bret Kennedy, PT (2013)
Using Videotaped Assessments Uploaded to Canvas to Optimize Learning Opportunities During Practical Examinations View in a new window
Examine the value of using video feedback in Canvas

Rolando Lazaro, PhD, DPT, PT, GCS (2013)
VFF is your new BFF
View in a new window
Using videotaped and peer review of hands-on portion of the practical examination

Using Turnitin to Reduce Plagiarism and Improve Writing


Ciara Cox, PhD, OTR/L
Plagiarism and Writing Improvement: Using TurnItIn to Improve Students' Academic WritingView in a new window 
Students submitted an article-review assignment via Turnitin on Canvas to eliminate plagiarism

Michelle DeCoux Hampton, PhD, RN (2014)
Use of Turnitin to Prevent Plagiarism 2014View in a new window
Students used Turnitin to submit papers, review originality report and check grammar and style


Michelle DeCoux Hampton, PhD, RN (2013)
Reducing plagiarism with TurnitinView in a new window
Using Turnitin as a tool to reduce plagiarism and improve student writing. 

Using mobile devices to store medical documents


Michael Leaver, MSN, CNS (2013)
Increasing student understanding of the Durable Power of AttorneyView in a new window
Using digital Durable Power of Attorney on mobile phones and flash drives

Student Collaboration



Rolando Lazaro PT, PhD, DPT, GCS (2016)
Bret Kennedy PT, DPT
Structured Synchronous Collaboration (SSC) Process Using Google Docs within Canvas to Facilitate Face-to-Face Problem-Based Learning Discussions
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This project describes the development of a Structured Synchronous Collaboration (SSC) using Google in facilitating face-to-face Problem-Based Learning (PBL) discussions

Guy L. McCormack, PhD, OTR/L (2016)
OT 629 - Administration and ManagementView in a new window
Graduate students identified their  personal leadership style  and shared  the information on Google Docs through out the semester.

Guy L. McCormack, PhD, OTR/L (2016)
OT 633 - Health Promotion and WellnessView in a new window
Students investigated the evidence, the usefulness and safety of complementary  and alternative therapies using Google docs to create, edit, import and publish on Canvas for shared learning.


Sharon Gorman, PT, DPTSc, GCS, FNAP (2015)
Neurologic Disease Summaries: Transition to Digital Wiki Platform
This project took an existing paper assignment where pairs of students created summaries of selected neurologic diseases not covered via lecture to be shared with classmates as study guides and transitioned it to a fully online collection of Neuro Disease Wikis. This transition included replacing the paper, 2 page summaries with wiki pages and putting the grading rubric online into Canvas. This transition allowed for easier insertion of media objects (images, videos, embedded links) to become part of the summaries. It was hoped that the addition of media object would assist in student learning, while allowing some creativity into the assignment.

Sharon Gorman, PT, DPTSc, GCS, FNAP
Team-Based learning Quiz Configuration Using CanvasView in a new window
During a complete course re-design into a compressed 6-week timeframe, a hybrid online/in-class design was integrated with a team-based learning design. Each week students had an online learning component consisting of reading, online learning modules, and web resources to complete. During the following in-class session, a team-based design was used with  a quiz based on the online content delivered first individually, then immediately delivered in teams where all members could confer on the answers. This project focuses on the team-based quizzes each week, and how to use Canvas to best implement this course design. 

Brenda Rengstorf, RN, MSN, NAP (2015)
Anonymous Canvas Collaborations to Increase Student EngagementView in a new window
View in a new windowAn on-line collaboration page was set up for students to ask and respond to questions related to the course. It did not require an account or sign-on user name/password. The benefit of this platform is that the students could post anonymously and that the instructors answers were available to benefit all students.


Christina Lewis,  PhD  (2014)
Online Student Discussion Forum: Turning Muddiest Points into Clarifying Concepts
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Created an online discussion forum to promote peer teaching of difficult concepts resulting in mastery of content in the process


Tamera Valenta, MSN, FNP-BC (2013)
Improving collaboration between individuals and documenting the contributions among members of a clinical teamView in a new window
Create Google docs collaborations for randomized groups of four students to be used to write and edit a group paper.

Laurie Rosa, RN, MS, CLE (2014)
Using Canvas for Sharing Group WorkView in a new window
A template of a chart was placed on a Canvas page that students were allowed to edit.  Students were placed into 12 groups of 4, and each group was assigned a particular contraception method.  The group was to research the current evidence regarding the usage and efficacy (perfect use and typical) of their contraceptive method and post their sources and findings on the page.




Janet Rowland, EdD, RN-BC, ACM (2016)
Increasing Student Participation through Problem-Based LearningView in a new window
To increase student participation and concept integration in Health Care Finance, Problem-Based Learning (PBL) was instituted. Groups of students had to solve finance related scenarios and reach a conclusion.The instructor facilitated learning by supporting, guiding, and monitoring the learning process among the groups.

Janet Rowland, EdD, RN-BC, ACM (2016)
Use of the McKesson InterQual Mobile® ApplicationView in a new window
Case Management students are required to perform medical necessity determinations using McKesson InterQual® criteria. Due to licensing restrictions the CM program was allowed only 10 copies and students shared books. Beginning in 2015, access was provided to students through the use of a mobile application for smart phone and IPads. Student use of the application eliminated the need for the printed texts and allowed students to have 24/7 access to the information.

Jeanette Wong, MPA, RN (2016)
Celeste Villanueva, EdD, CRNA, FNAP

Multi-Patient SimulationView in a new window
HSSC faculty in collaboration with SoN faculty, developed a multi-patient simulation session utilizing Standardized Patients (SPs) and the HSSC technology to create a realistic, complex clinical environment. 4 medical/surgical scenarios were developed requiring a senior nursing student to demonstrate prioritization, delegation, communication and teamwork.  The pilot of this simulation session was conducted with the ELMSN students in the N594 course in Fall 2015.  Since then, sessions with BSN students in the N190 course in Spring 2016.  This report is based on the N594 pilot.


Sharon Gorman, PT, DPTSc, GCS, FNAP (2015)
Complex Geriatric SimulationView in a new window
Student learning was augmented by using a mock electronic health record system in a simulation. Students engaged in simulation to integrate multiple concepts, include working with an interprofessional colleague (nurse), and through the debriefing where the differential diagnosis process for this complex geriatric patient was discussed in more detail. This simulation occurred right before students go on their final internship so the challenge this simulation presented and the students’ feedback regarding the ability of this simulation to help them identify strengths/weaknesses and increase their confidence for practice, both of which were goals for this simulation, appear to have been achieved.

Chi-Kwan Shea, PhD, OTR/L 
Robyn Wu , OTD, OTR/L 
Enhance Students' Critical Thinking and Clinical Reasoning Through SimulationsView in a new window
Students' critical thinking and clinical reasoning was enhanced by incorporating additional simulations into a problem-based learning course in which students had the opportunity to actively participate in the therapeutic process and interact with SPs within the simulated environment.

Jerry Thompson RN, MSN, CNE (2015)
Simulated Email ExerciseView in a new window
Simulation exercise where the student receives an email requesting that they help a family member to better understand a medical condition that a relative is experiencing.


Teresa Gwin, EdD RN NP (2014)
Student created and led simulationView in a new window
Students utilized their own experiences in caring for patients in acute care settings to develop a case for simulation use within their own clinical group. 

Lorraine Petti, MPAS, PA-C (2014)
Development of an assessment rubric to measure clinical competences utilizing simulation and video review
Develop a clinical competency assessment rubric to be utilized in a simulation teaching format which allows faculty to objectively evaluate student performance in core learning competencies: physical examination skills, critical thinking, communication, and clinical reasoning.

Janet Rowland, EdD, RN (2014)
Use of Standardized Patient Experiences in the MSN Case Management ProgramView in a new window
Standardized patient experiences allow the student to develop the skills necessary to successfully transition to the role of nurse case manager.

Janet Rowland, EdD, RN (2014)
Use of Standardized Patient Experiences in the Application of InterQual Criteria to Medical Necessity DeterminationsView in a new window
Standardized patient experiences allow the student to gather data from a medical record and patient interview in order to apply InterQual criteria to determine the patient’s correct level of care. 

Rhonda Ramirez, EdD, RN
Valerie Dzubur, EdD, FNP-C (2014)
Enhancing Advanced Physical Assessment Skills with Shadow HealthView in a new window
Students were provided a Shadow Health orientation to the virtual patient, Tina Jones, and digital assignments were conducted in the first week in January.  Thereafter, the students were responsible for completing the specific system assignment, e.g. cardiovascular, respiratory systems each week.  Each module included history taking and focused physical examination and self-reflection of accomplishment.

Results: The students enjoyed the first few modules.  Then the learning curve became steeper for some students, spending an inordinate amount of time on the history taking alone.  During the on-campus sessions, students and faculty spent much time discussing the difficulties navigating the product.  Ultimately, the assignments were discontinued about mid-semester due to unrelenting frustration.

Tamera Valenta, MSN, FNP-BC (2014)
ValerntaBSNF14 Video HA Proposal TValenta (5).docxView in a new windowReevaluate using HSSC and standardized patients video-taped while performing the assessment. Students engage in self-reflection, peer-review and evaluate the process of the evaluation.


Tamera Valenta, MSN, FNP-BC (2013)
Videotaped Health AssessmentView in a new window:
Students engage in self-reflection, peer-review and evaluate the process of the evaluation using videos of assessments of standardized patients in HSSC

Test Preparation


Christina Rey, RN, MS, PhD
Canvas Testing in the Computer Lab
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Online exams in Canvas were held in the computer. Rationales and cognitive level for each question were provided as soon as the
exam was completed. Students were then asked to complete a ‘missed items grid’ created by Lorraine Mautner to track what material the
student missed and why

Sharon Gorman, PT, DPTSc, GCS, FNAP 
Canvas Testing in the Computer Lab
Using Canvas to deliver weekly team-based quizzes in a hybrid course.


Paulina Van, PhD, RN, CNE
Introduction to Online Testing Among New Nursing Students 
An introduction to NCLEX online testing

Paulina Van, PhD, RN, CNE 
Introduction to Online Testing with Respondus Lockdown for New Nursing Students
Practice test-taking with the Respondus Lockdown Browser 

Cultural Competence


Sally Moyce, RN, PhDc
Using Simulation to Improve Student Engagement in Community HealthView in a new window
A realistic interactive simulation of the burden of poverty designed to enhance students’ understanding of their role as community health nurses. Students participate in a single-day interactive simulation as a member of a family living in poverty. Over the course of a virtual month, participants strive to meet the needs of the family through applying for assistance from a variety of social service or governmental agencies.

Jenny Zettler Rhodes, RN, PHN, MSN, CNS & Rachel Luna, MA
Use of Intercultural Development Inventory in Communty Health Nursing Baccalaureate Program (Links to an external site.)
The Intercultural Development Inventory (IDI), a 50-item online questionnaire, is a cross-culturally valid, reliable, and generalizable measure of intercultural competence along with the validated intercultural development continuum. This tool was used to assess ABSN nursing students’ levels of intercultural competence, and to examine the effect of self-assessment on cultural competency and awareness.




Loretta Camarano, RN, PhD
Alyssa Erikson, RN, PhD
Nancy Smee, RN, PhD, CNM

Maximizing student involvement in research utilizing advanced poster projectsView in a new window
Students in the Nursing Research course work in teams to develop and present an Evidence-Based Practice (EBP) Poster. They complete the 7 steps of EBP, which includes developing a research question, searching the literature, appraising the evidence, making a decision, and disseminating the information.

Emerging Technologies for Clinical Practice


Benjamin Boyd, PT, DPTSc, OCS (2015)
Real-time Ultrasound Imaging Open LabView in a new window
Improve student confidence and increase student learning by providing DPT students with an opportunity to get hands on experience with real-time ultrasound imaging for musculoskeletal conditions.



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