Abstract：
OBJECTIVE: The purpose of this report was to describe an example of how to incorporate infographics as a group assignment in the entry-level physical therapy classroom to integrate course content and translate knowledge of research evidence.
METHODS: This was a retrospective case report. Students developed their own infographics as a group assignment to present in the classroom. During course orientation and at the end of the course, students were asked to complete an optional survey about infographics.
RESULTS: Fifty students completed the survey. All students (n=50) reported that they were attracted to visual information, and 74% (n=37) had used an infographic as an educational/informative tool. 74% (n=37) completed the post-intervention survey and found infographics valuable in reviewing course content. 95% (n=35) would consider using infographics as a learning and knowledge translation (KT) tool in the future.
CONCLUSIONS: These data validated students\' interest in visual information and awareness about the use of infographics as an educational/informative tool. Health care educators may use innovative KT strategies, such as infographics, in the classroom to encourage students to develop competency in KT and dissemination of information.
METHODS: This was a retrospective case report. Students developed their own infographics as a group assignment to present in the classroom. During course orientation and at the end of the course, students were asked to complete an optional survey about infographics.
RESULTS: Fifty students completed the survey. All students (n=50) reported that they were attracted to visual information, and 74% (n=37) had used an infographic as an educational/informative tool. 74% (n=37) completed the post-intervention survey and found infographics valuable in reviewing course content. 95% (n=35) would consider using infographics as a learning and knowledge translation (KT) tool in the future.
CONCLUSIONS: These data validated students\' interest in visual information and awareness about the use of infographics as an educational/informative tool. Health care educators may use innovative KT strategies, such as infographics, in the classroom to encourage students to develop competency in KT and dissemination of information.
摘要：
目的：本报告的目的是描述一个示例，说明如何在入门级物理治疗教室中将信息图表作为小组作业来整合课程内容并翻译研究证据的知识。
方法：这是一个回顾性病例报告。学生开发了自己的信息图表，作为小组作业在课堂上呈现。在课程定位和课程结束时，学生被要求完成一项关于信息图表的可选调查。
结果：50名学生完成了调查。所有学生（n=50）报告说他们被视觉信息所吸引，74%(n=37)使用信息图表作为教育/信息工具。74％（n=37）完成了干预后调查，发现信息图表在审查课程内容方面很有价值。95％（n=35）将考虑将来使用信息图表作为学习和知识翻译（KT）工具。
结论：这些数据验证了学生对视觉信息的兴趣和对使用信息图表作为教育/信息工具的认识。卫生保健教育工作者可以使用创新的KT策略，如信息图表，在课堂上鼓励学生发展KT能力和信息传播。
方法：这是一个回顾性病例报告。学生开发了自己的信息图表，作为小组作业在课堂上呈现。在课程定位和课程结束时，学生被要求完成一项关于信息图表的可选调查。
结果：50名学生完成了调查。所有学生（n=50）报告说他们被视觉信息所吸引，74%(n=37)使用信息图表作为教育/信息工具。74％（n=37）完成了干预后调查，发现信息图表在审查课程内容方面很有价值。95％（n=35）将考虑将来使用信息图表作为学习和知识翻译（KT）工具。
结论：这些数据验证了学生对视觉信息的兴趣和对使用信息图表作为教育/信息工具的认识。卫生保健教育工作者可以使用创新的KT策略，如信息图表，在课堂上鼓励学生发展KT能力和信息传播。
