Pub Date : 2012-02-29DOI: 10.2174/1876519X01205010005
M. Nilsson, S. Pennbrant, K. Nilsson, B. Samuelsson, E. Pilhammar
Introduction: Medical student's professional attitudes are expected to be developed in medical school, and particularly during clinical education. In this study we focus on supervision in order to ...
{"title":"Attitudes Emphasizing in the Clinical Supervision of Medical Students : An Ethnographic Study in Sweden","authors":"M. Nilsson, S. Pennbrant, K. Nilsson, B. Samuelsson, E. Pilhammar","doi":"10.2174/1876519X01205010005","DOIUrl":"https://doi.org/10.2174/1876519X01205010005","url":null,"abstract":"Introduction: Medical student's professional attitudes are expected to be developed in medical school, and particularly during clinical education. In this study we focus on supervision in order to ...","PeriodicalId":304672,"journal":{"name":"The Open Medical Education Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115440955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-02-24DOI: 10.2174/1876519X01205010001
K. Linnet, L. B. Andersen, T. Balslev
Objectives: Cognitive apprenticeship learning focuses on improving understanding and clinical diagnostic rea- soning among learners. The aim of this study was to describe the feasibility of cognitive apprenticeship encounters in clinical paediatric settings in terms of time consumption; and to describe the encounters in terms of learner and teacher behavior. Methods: This study was based on data from 485 self-reports filled in by participating learners during a 3-month quality improvement project conducted at three Danish paediatric departments. Teacher and learner cognitive apprenticeship skills training took place at repeated workshops. A total of 59 different learners participated, 4 were medical students, 49 were residents, and 6 were specialists in pediatrics. A total of 75 different teachers participated. Results: Apprenticeship encounters between teachers and learners lasted median 9 (range 2-120) minutes. In 47% of the encounters, the teacher and learner examined the child together. In 91% of the encounters, the learner reported that his or her knowledge was challenged and in 92% of the encounters, the learners and the teachers verbalized their clinical diag- nostic reasoning processes. Educational strategies to reach learning objectives were reported in 77%. Conclusions: Cognitive apprenticeship learning was a feasible approach to teaching and learning in paediatric depart- ments. Median 9 (range 2-120) minutes were used for the encounters. Almost all learners reported being challenged dur- ing the encounter. Almost half of the encounters included a joint teacher and learner examination of a patient.
{"title":"Cognitive Apprenticeship Learning in Paediatric Clinical Settings","authors":"K. Linnet, L. B. Andersen, T. Balslev","doi":"10.2174/1876519X01205010001","DOIUrl":"https://doi.org/10.2174/1876519X01205010001","url":null,"abstract":"Objectives: Cognitive apprenticeship learning focuses on improving understanding and clinical diagnostic rea- soning among learners. The aim of this study was to describe the feasibility of cognitive apprenticeship encounters in clinical paediatric settings in terms of time consumption; and to describe the encounters in terms of learner and teacher behavior. Methods: This study was based on data from 485 self-reports filled in by participating learners during a 3-month quality improvement project conducted at three Danish paediatric departments. Teacher and learner cognitive apprenticeship skills training took place at repeated workshops. A total of 59 different learners participated, 4 were medical students, 49 were residents, and 6 were specialists in pediatrics. A total of 75 different teachers participated. Results: Apprenticeship encounters between teachers and learners lasted median 9 (range 2-120) minutes. In 47% of the encounters, the teacher and learner examined the child together. In 91% of the encounters, the learner reported that his or her knowledge was challenged and in 92% of the encounters, the learners and the teachers verbalized their clinical diag- nostic reasoning processes. Educational strategies to reach learning objectives were reported in 77%. Conclusions: Cognitive apprenticeship learning was a feasible approach to teaching and learning in paediatric depart- ments. Median 9 (range 2-120) minutes were used for the encounters. Almost all learners reported being challenged dur- ing the encounter. Almost half of the encounters included a joint teacher and learner examination of a patient.","PeriodicalId":304672,"journal":{"name":"The Open Medical Education Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116757083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-12-09DOI: 10.2174/1876519X01104010018
I. Sligtenhorst, R. Bick
Integrated teaching in medical school instruction has become a much favoured and desired method of education practice, and variety in curricula has become a topic of much discussion, as well as the practice of including stimulating, student-centered projects in lectures and labs, which is now common place. These changes appear to help students in their study routines and learning outcomes. There has been success at this medical school with the construction of a team-based learning (TBL) program termed Clinical Applications, which is part of the Introduction to Clinical medicine course. Because of this success, it was de- cided to include three TBL sessions in the histology and cell biology course, our hypothesis being that these additions would invigorate students, give them a head start for their clinical studies, encourage fruitful interactions, while develop- ing positive attitudes. Students formed small groups in the histology and cell biology course and microscopically examined designated slides from their issued collections. These slides were compared to a 'case' slide and that each group discussed their findings with the aid of their syllabus, lecture material and atlas. Evaluations of TBL sessions were mixed, but positive feedback was much more apparent than negative input, with group size and slides issued being the main concerns. Feedback was from answers on end of course evaluations, and it was of in- terest to note that students who did attend lectures and labs on a regular basis were better able to decipher the 'case' slides, while often helping other, less prepared students, so some students benefited from the insights by regular attendees, while others were refocused via the macroscopic changes. Evaluation comments noted that sessions were beneficial due to their integrative structure, the increased peer-peer interac- tions, overall attitude improvements, leadership development and having a 'real-life' exercise, revealing this course inno- vation as something to be developed.
{"title":"Inclusion of an Integrated Team Based Learning Session in First Year Histology is well Received, but who Fares well and who Benefits?","authors":"I. Sligtenhorst, R. Bick","doi":"10.2174/1876519X01104010018","DOIUrl":"https://doi.org/10.2174/1876519X01104010018","url":null,"abstract":"Integrated teaching in medical school instruction has become a much favoured and desired method of education practice, and variety in curricula has become a topic of much discussion, as well as the practice of including stimulating, student-centered projects in lectures and labs, which is now common place. These changes appear to help students in their study routines and learning outcomes. There has been success at this medical school with the construction of a team-based learning (TBL) program termed Clinical Applications, which is part of the Introduction to Clinical medicine course. Because of this success, it was de- cided to include three TBL sessions in the histology and cell biology course, our hypothesis being that these additions would invigorate students, give them a head start for their clinical studies, encourage fruitful interactions, while develop- ing positive attitudes. Students formed small groups in the histology and cell biology course and microscopically examined designated slides from their issued collections. These slides were compared to a 'case' slide and that each group discussed their findings with the aid of their syllabus, lecture material and atlas. Evaluations of TBL sessions were mixed, but positive feedback was much more apparent than negative input, with group size and slides issued being the main concerns. Feedback was from answers on end of course evaluations, and it was of in- terest to note that students who did attend lectures and labs on a regular basis were better able to decipher the 'case' slides, while often helping other, less prepared students, so some students benefited from the insights by regular attendees, while others were refocused via the macroscopic changes. Evaluation comments noted that sessions were beneficial due to their integrative structure, the increased peer-peer interac- tions, overall attitude improvements, leadership development and having a 'real-life' exercise, revealing this course inno- vation as something to be developed.","PeriodicalId":304672,"journal":{"name":"The Open Medical Education Journal","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127078352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-12-09DOI: 10.2174/1876519X01104010012
Amy B. Guiot, Melissa D. Klein, Christopher B. Peltier, C. McAneney, C. Lehmann
Background: While many medical schools utilize webpages containing administrative information for students, this study evaluated a webpage that combines administrative and educational material in one convenient location. Objective: 1) Assess need to create centralized webpage for third year medical students on their pediatric clerkship; 2)Design webpage with administrative and educational information; 3) Review webpage’s usefulness. Methods: Pre-test post-test survey with 5 point Likert and yes/no questions, created de novo on SurveyMonkey and emailed to medical students upon completion of their pediatric clerkship. Pre-intervention students used paper orientation packets. Pre-test survey addressed time to find resources and need for centralized location. Post-intervention students had access to new webpage with: 1) Fundamentals and Forms, 2) Orientation Information, 3) Key Resources, 4) Pediatric PowerPoint Presentations, 5) Journal Articles. Post-test questions regarded usefulness, relevance, accessibility, efficiency of webpage and perceived effect on knowledge-base. Results: 49/72 (68%) pre-intervention students responded to survey reporting accessing multiple internet sites for medical information, 95.9% used orientation handouts, 62.6% used resident webpage, 73.5% thought new webpage would be useful and 81.7% strongly agreed/agreed webpage would improve time efficiency. 32/72 (44%) post-intervention students responded to survey. 100% post-intervention students used new webpage, 65.6% strongly agreed/agreed information was easily accessible, 68.8% found information relevant, 64.6% agreed easy to navigate, and 53.1% strongly agreed/agreed (7.4% disagreed) readily available learning resources on website improved their pediatric knowledge. Conclusion: The introduction of a webpage with administrative and educational materials for the pediatric clerkship was useful to majority of third year medical students.
{"title":"Webpage for Third Year Medical Students Pediatric Clerkship: IsImproved Access Information Useful and Educational?","authors":"Amy B. Guiot, Melissa D. Klein, Christopher B. Peltier, C. McAneney, C. Lehmann","doi":"10.2174/1876519X01104010012","DOIUrl":"https://doi.org/10.2174/1876519X01104010012","url":null,"abstract":"Background: While many medical schools utilize webpages containing administrative information for students, this study evaluated a webpage that combines administrative and educational material in one convenient location. Objective: 1) Assess need to create centralized webpage for third year medical students on their pediatric clerkship; 2)Design webpage with administrative and educational information; 3) Review webpage’s usefulness. Methods: Pre-test post-test survey with 5 point Likert and yes/no questions, created de novo on SurveyMonkey and emailed to medical students upon completion of their pediatric clerkship. Pre-intervention students used paper orientation packets. Pre-test survey addressed time to find resources and need for centralized location. Post-intervention students had access to new webpage with: 1) Fundamentals and Forms, 2) Orientation Information, 3) Key Resources, 4) Pediatric PowerPoint Presentations, 5) Journal Articles. Post-test questions regarded usefulness, relevance, accessibility, efficiency of webpage and perceived effect on knowledge-base. Results: 49/72 (68%) pre-intervention students responded to survey reporting accessing multiple internet sites for medical information, 95.9% used orientation handouts, 62.6% used resident webpage, 73.5% thought new webpage would be useful and 81.7% strongly agreed/agreed webpage would improve time efficiency. 32/72 (44%) post-intervention students responded to survey. 100% post-intervention students used new webpage, 65.6% strongly agreed/agreed information was easily accessible, 68.8% found information relevant, 64.6% agreed easy to navigate, and 53.1% strongly agreed/agreed (7.4% disagreed) readily available learning resources on website improved their pediatric knowledge. Conclusion: The introduction of a webpage with administrative and educational materials for the pediatric clerkship was useful to majority of third year medical students.","PeriodicalId":304672,"journal":{"name":"The Open Medical Education Journal","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125843517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-02-03DOI: 10.2174/1876519X01104010001
Michael Fitzgerald, C. Lehmann
Objectives: This paper describes the systematic development, design, and field pretest of the Feedback Quality Index (FQI) - a brief survey for assessing feedback regularity and quality in a clinical setting. Medical educators need this type of tool so they can identify specific problems related to feedback provision and evaluate the impact of efforts de- signed to address those problems. The purposes of this study are to provide evidence for the feasibility and validity of the tool and to provide guidance and suggestions regarding its use. Methods: Decisions regarding the design and implementation of the FQI were guided by a systematic approach to survey development to ensure that common sources of non-sampling error were identified and addressed. A field pretest imple- mentation was conducted to gather evidence regarding the feasibility of the tool and the validity of the data. Feasibility was assessed based on the effort needed to administer, complete, and analyze the FQI while evidence for validity was based on an analysis of question quality. Results: Field pretest results indicated that the FQI can be feasibly administered, completed, and analyzed. An analysis of question quality revealed that most questions were understood correctly by respondents and the level of detail they pro- vide in describing the feedback received provides evidence for the accuracy of their recollections. Conclusions: The current version of the FQI is a useful tool that programs could use to assess feedback frequency and quality, identify specific problems, and evaluate efforts to address those problems. Additional studies need to be con- ducted to further assess and improve the validity of the FQI. Such efforts will not only improve the accuracy of the FQI but could also enhance our conceptual understanding of what constitutes effective feedback in the clinical setting.
{"title":"Development and Field Pretest of the Feedback Quality Index: A Tool for Assessing Feedback Frequency and Quality in a Clinical Setting","authors":"Michael Fitzgerald, C. Lehmann","doi":"10.2174/1876519X01104010001","DOIUrl":"https://doi.org/10.2174/1876519X01104010001","url":null,"abstract":"Objectives: This paper describes the systematic development, design, and field pretest of the Feedback Quality Index (FQI) - a brief survey for assessing feedback regularity and quality in a clinical setting. Medical educators need this type of tool so they can identify specific problems related to feedback provision and evaluate the impact of efforts de- signed to address those problems. The purposes of this study are to provide evidence for the feasibility and validity of the tool and to provide guidance and suggestions regarding its use. Methods: Decisions regarding the design and implementation of the FQI were guided by a systematic approach to survey development to ensure that common sources of non-sampling error were identified and addressed. A field pretest imple- mentation was conducted to gather evidence regarding the feasibility of the tool and the validity of the data. Feasibility was assessed based on the effort needed to administer, complete, and analyze the FQI while evidence for validity was based on an analysis of question quality. Results: Field pretest results indicated that the FQI can be feasibly administered, completed, and analyzed. An analysis of question quality revealed that most questions were understood correctly by respondents and the level of detail they pro- vide in describing the feedback received provides evidence for the accuracy of their recollections. Conclusions: The current version of the FQI is a useful tool that programs could use to assess feedback frequency and quality, identify specific problems, and evaluate efforts to address those problems. Additional studies need to be con- ducted to further assess and improve the validity of the FQI. Such efforts will not only improve the accuracy of the FQI but could also enhance our conceptual understanding of what constitutes effective feedback in the clinical setting.","PeriodicalId":304672,"journal":{"name":"The Open Medical Education Journal","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125680305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-08-17DOI: 10.2174/1876519X01003010018
K. Kleizen, B. Mattsson
At the Sahlgrenska Academy, University of Gothenburg, Sweden, general practitioners (GPs) teach under- graduate medical students in three stages of the curriculum. Not much is known about the GPs' motives for teaching, nei- ther about their experiences in this process. Qualitative interviews were carried out with GPs who were known to have a positive attitude towards and interest in teaching and student supervision and assessed by the teaching-staff as skilled. The interviews were tape-recorded and transcribed. In the transcripts themes, categories and meaning units were identified ac- cording to a content analysis method. Two main themes were related to GPs' interest in teaching activities; personal issues and organizational issues. The personal issues constituted the reasons the GPs have for their positive inclination towards teaching, and consisted of early private experiences, an interest in the future, an interest in the students' development of clinical skills, and pleasure taken in teaching and personal growth. The organizational issues were the facilitating and im- pairing factors in the teaching process: the workload, health centre conditions and university conditions. The positive GPs who were interviewed experienced many benefits from their teaching. However, conditions could be improved regarding time and workload. Support from the health centre is an important factor in this field. The implementation of the findings to other health care systems is discussed.
{"title":"Motives and Experiences of the Competent Supervisor in General Practice – A Qualitative Study~!2010-03-22~!2010-05-19~!2010-08-16~!","authors":"K. Kleizen, B. Mattsson","doi":"10.2174/1876519X01003010018","DOIUrl":"https://doi.org/10.2174/1876519X01003010018","url":null,"abstract":"At the Sahlgrenska Academy, University of Gothenburg, Sweden, general practitioners (GPs) teach under- graduate medical students in three stages of the curriculum. Not much is known about the GPs' motives for teaching, nei- ther about their experiences in this process. Qualitative interviews were carried out with GPs who were known to have a positive attitude towards and interest in teaching and student supervision and assessed by the teaching-staff as skilled. The interviews were tape-recorded and transcribed. In the transcripts themes, categories and meaning units were identified ac- cording to a content analysis method. Two main themes were related to GPs' interest in teaching activities; personal issues and organizational issues. The personal issues constituted the reasons the GPs have for their positive inclination towards teaching, and consisted of early private experiences, an interest in the future, an interest in the students' development of clinical skills, and pleasure taken in teaching and personal growth. The organizational issues were the facilitating and im- pairing factors in the teaching process: the workload, health centre conditions and university conditions. The positive GPs who were interviewed experienced many benefits from their teaching. However, conditions could be improved regarding time and workload. Support from the health centre is an important factor in this field. The implementation of the findings to other health care systems is discussed.","PeriodicalId":304672,"journal":{"name":"The Open Medical Education Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127814829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-07-06DOI: 10.2174/1876519X01003010011
J. Plumb, M. Juszczyszyn, G. Mabeza
{"title":"Non-Invasive Ventilation (NIV) a Study of Junior Doctor Competence~!2010-3-17~!2010-05-15~!2010-06-30~!","authors":"J. Plumb, M. Juszczyszyn, G. Mabeza","doi":"10.2174/1876519X01003010011","DOIUrl":"https://doi.org/10.2174/1876519X01003010011","url":null,"abstract":"","PeriodicalId":304672,"journal":{"name":"The Open Medical Education Journal","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126173247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-08-22DOI: 10.2174/1876519x00902010064
Vaughn Lisa M., Jacquez Farrah, Bakar Raymond C.
{"title":"Cultural Health Attributions, Beliefs, and Practices: Effects on Healthcare and Medical Education","authors":"Vaughn Lisa M., Jacquez Farrah, Bakar Raymond C.","doi":"10.2174/1876519x00902010064","DOIUrl":"https://doi.org/10.2174/1876519x00902010064","url":null,"abstract":"","PeriodicalId":304672,"journal":{"name":"The Open Medical Education Journal","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121602858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-07-02DOI: 10.2174/1876519X00902010010
I. Masiello, K. Lonka, Matti Nikkola, H. Hirschfeld
ICT is thought to be successful in helping students to learn more deeply and actively. Despite its popularity, evidence as to its effectiveness is undergoing increased scrutiny. This article reports on the empirical investigation of the implementation of two interactive animations. Questionnaires measured students' learning styles, ICT competence and students' impressions of the animations. In Study I, medical students were matched-paired into experimental and control groups, and their performance was compared by a short written test. In Study II, physiotherapy students were arranged into two pre-existing groups. The results in Study I showed that there was no statistical difference between the control and experimental groups. A positive trend was found between deep processing and general test score. Also statistical signifi- cance was found between deep processing and three-dimensional perception. In Study II, the two groups performed equally on a final exam, but the experimental group scored significantly higher on a specially constructed question to test the effect of the animation. Further, Lack of Regulation had a negative effect on the scores of a final exam. The fundamen- tal result of these small studies was that of deep learning and a lack of constructive regulative study patterns being more relevant for the learning tasks than the interactive applications themselves. This has implications for teachers who should explore alternative teaching strategies to promote deep learning.
{"title":"The Effectiveness of Educational Applications: Two Small Empirical Investigations~!2009-03-16~!2009-05-29~!2009-07-02~!","authors":"I. Masiello, K. Lonka, Matti Nikkola, H. Hirschfeld","doi":"10.2174/1876519X00902010010","DOIUrl":"https://doi.org/10.2174/1876519X00902010010","url":null,"abstract":"ICT is thought to be successful in helping students to learn more deeply and actively. Despite its popularity, evidence as to its effectiveness is undergoing increased scrutiny. This article reports on the empirical investigation of the implementation of two interactive animations. Questionnaires measured students' learning styles, ICT competence and students' impressions of the animations. In Study I, medical students were matched-paired into experimental and control groups, and their performance was compared by a short written test. In Study II, physiotherapy students were arranged into two pre-existing groups. The results in Study I showed that there was no statistical difference between the control and experimental groups. A positive trend was found between deep processing and general test score. Also statistical signifi- cance was found between deep processing and three-dimensional perception. In Study II, the two groups performed equally on a final exam, but the experimental group scored significantly higher on a specially constructed question to test the effect of the animation. Further, Lack of Regulation had a negative effect on the scores of a final exam. The fundamen- tal result of these small studies was that of deep learning and a lack of constructive regulative study patterns being more relevant for the learning tasks than the interactive applications themselves. This has implications for teachers who should explore alternative teaching strategies to promote deep learning.","PeriodicalId":304672,"journal":{"name":"The Open Medical Education Journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125350818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-06-26DOI: 10.2174/1876519X00902010001
W. Atiomo
Constructivist theories of learning describe learning as an active process in which learners construct new ideas or concepts based upon their past knowledge or experiences. This makes problem-based learning very attractive compared with traditional medium / large group lectures, which are thought to encourage passive assimilation of knowledge. Prob- lem based learning can however be labor intensive for faculty particularly with medium / large student bodies. This article explores the practicality of a pedagogic application of the constructivist theory of learning, which can be applied to a me- dium / large body of students in a traditional lecture called the contextual learning model. Students found the sessions en- joyable and interactive and thought the sessions stimulated their thinking, introduced new material and facilitated the far transfer of knowledge.
{"title":"A Constructivist Strategy for Medium/Large Student Groups- The Contextual Learning Model","authors":"W. Atiomo","doi":"10.2174/1876519X00902010001","DOIUrl":"https://doi.org/10.2174/1876519X00902010001","url":null,"abstract":"Constructivist theories of learning describe learning as an active process in which learners construct new ideas or concepts based upon their past knowledge or experiences. This makes problem-based learning very attractive compared with traditional medium / large group lectures, which are thought to encourage passive assimilation of knowledge. Prob- lem based learning can however be labor intensive for faculty particularly with medium / large student bodies. This article explores the practicality of a pedagogic application of the constructivist theory of learning, which can be applied to a me- dium / large body of students in a traditional lecture called the contextual learning model. Students found the sessions en- joyable and interactive and thought the sessions stimulated their thinking, introduced new material and facilitated the far transfer of knowledge.","PeriodicalId":304672,"journal":{"name":"The Open Medical Education Journal","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126284126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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