Title Page
Contents
Abstract 9
1. Introduction 11
2. Method 13
2.1. Participants 13
2.2. Fugl-Meyer assessment lower extremity 14
2.3. Experimental procedure 15
2.4. Online vs. Offline education 18
2.4.1. FMA-LE practice using videos: week 1 and 2 19
2.4.2. FMA test: week 3 20
2.5. Data analysis 21
3. Results 22
3.1. Within and between group comparisons for before and after education 22
3.2. Changes in accuracy depending on practice time 26
3.3. Comparison between FMA-LE items 28
3.4. Compare between groups within an item 30
4. Discussion 32
4.1. Within and between group comparisons for before and after education 33
4.2. Changes in accuracy depending on practice time 35
4.3. Comparing between items and between groups within items 36
5. Conclusion 38
6. References 39
7. 국문 요약 43
Table 1. The FMA-LE assessment scores of stroke patients in video evaluations. 17
Table 2. Change in retention test from baseline for online and offline education groups 23
Table 3. Number of passers by baseline and retention test cut off scores for online and offline education groups 25
Table 4. FMA-LE compare online vs. offline education within each items 31
Figure 1. Graph depicting the accuracy changes in baseline and retention tests for online and offline education. Both online (p=0.0047, mixed effects model 1) and... 24
Figure 2. Graph of change in accuracy depending on practice time. Both the online and offline education groups demonstrated a significant increase in accuracy during... 27
Figure 3. Comparison between online and offline education based on the FMA items. Both the online education group and the offline education group showed difficulty... 29