Doctoral physical therapy students' increased confidence following exploration of active video gaming systems in a problem-based learning curriculum in the United States: a pre- and post-intervention study.

MLA

Wormley, Michelle Elizabeth, et al. “Doctoral Physical Therapy Students’ Increased Confidence Following Exploration of Active Video Gaming Systems in a Problem-Based Learning Curriculum in the United States: A Pre- and Post-Intervention Study.” Journal of Educational Evaluation for Health Professions, vol. 19, Jan. 2022, pp. 1–8. EBSCOhost, https://doi.org/10.3352/jeehp.2022.19.7.

APA

Wormley, M. E., Romney, W., Veneri, D., & Oberlander, A. (2022). Doctoral physical therapy students’ increased confidence following exploration of active video gaming systems in a problem-based learning curriculum in the United States: a pre- and post-intervention study. Journal of Educational Evaluation for Health Professions, 19, 1–8. https://doi.org/10.3352/jeehp.2022.19.7

Chicago

Wormley, Michelle Elizabeth, Wendy Romney, Diana Veneri, and Andrea Oberlander. 2022. “Doctoral Physical Therapy Students’ Increased Confidence Following Exploration of Active Video Gaming Systems in a Problem-Based Learning Curriculum in the United States: A Pre- and Post-Intervention Study.” Journal of Educational Evaluation for Health Professions 19 (January): 1–8. doi:10.3352/jeehp.2022.19.7.