Challenges and opportunities related to postgraduate evidence-based practice module using blended learning (original) (raw)
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The learning process for effective learning
It is time to think deeper about learning and the learning process. I have been reviewing my learning journey to make a brief accountability of the things that I have learnt and the things I was supposed to learn. This process has been one of the most important things that I have done for myself in my entire life so far. It has been a process of discovery. It has enabled me to put facts in the literature of effective learning, into good perspective. I recommend for you to find time and do the same. In this blog post, I would like to share with you some existing literature that can awaken your knowledge about learning.
Approaches to learning in Physiotherapy
The aim of this study was to investigate the approaches toward learning of undergraduate Physiotherapy students in a PBL module to enhance facilitation of learning at the Stellenbosch University Division of Physiotherapy in South Africa. This quantitative, descriptive study utilized the Revised Two-factor Study Process Questionnaire (R-SPQ-2F) to evaluate the study cohorts’ approaches toward learning in the module. Results of the data instruments were analysed statistically and discussed in a descriptive manner. There were a statistically significant greater number of students who adopted a deep approach toward learning at the commencement of the academic year. Students showed a trend toward an increase in their intrinsic interest in the learning material as the module progressed. Students in the Applied Physiotherapy Module (ATP) started to shift their focus from a surface learning approach to a deep learning approach. Further research is needed to determine the long-term changes in approach toward learning and the possible determinants of these changes. This can be done in conjunction with the implementation of quality assurance mechanisms for learning material and earlier preparation of students for the change in the learning environment.
Active Learning Requires Learning - Not Just Activity
2013 ASEE Annual Conference & Exposition Proceedings
Does active learning yield better outcomes because of the learning value of the exercises, or because students simply "wake up" and become energized by an activity? To explore this, we compared undergraduate engineering/science students' information recall in three lecture contexts. A pre-recorded lecture was punctuated with a) active learning exercises, b) sessions of light physical activity, or c) no breaks at all. Students who performed active learning exercises had a higher probability of answering exercise-related questions correctly, compared to the other two groups. However, students who performed active learning exercises did not exhibit better recall of information presented immediately after such breaks. Students who performed physical activity showed no difference in recall of information presented immediately after those breaks, compared to the recall of students who took no breaks. Our data suggest that learning value, not simple activity/wakefulness, is the critical element of active learning.
Approaches toward learning in physiotherapy
South African Journal of Physiotherapy, 2013
The aim of this study was to investigate the approaches toward learning of undergraduate Physiotherapy students in a PBl module to enhance facilitation of learning at the Stellenbosch University, Division of Physiotherapy in South Africa. This quantitative, descriptive study utilized the revised Two-factor Study Process Questionnaire (r-SPQ-2f) to evaluate the study cohorts’ approaches toward learning in the module. results of the data instruments were analysed statistically and discussed in a descriptive manner. There were a statistically significant greater number of students who adopted a deep approach toward learning at the commencement of the academic year. Students showed a trend toward an increase in their intrinsic interest in the learning material as the module progressed. Students in the Applied Physiotherapy module (ATP) started to shift their focus from a surface learning approach to a deep learning approach. further research is needed to determine the long-term changes ...
Active Learning: Review of Evidence and Examples
2013
The aim of this paper was to review the evidence regarding the effectiveness of active learning in the sciences. Numerous research provide strong empirical evidence supporting the claim that interactive engagement with course material is vital to student learning, especially in areas such as physics, biology, chemistry, and physiology. In addition, common active learning techniques were discussed. Four active learning methods were described regarding their application to introductory biomechanics courses. This set of strategies is relatively easy to implement in a variety of classroom settings which increase overall student learning without requiring major curriculum change.
Medical Education, 2005
Objectives To compare 2 educational pro- grammes for teaching evidence-based medicine (EBM).Design Prospective randomised controlled trial accompanied by a qualitative evaluation.Setting University of Oslo, Norway, 2002–03.Participants A total of 175 students entered the study. All tenth semester medical students from 3 semesters were eligible for inclusion if they completed baseline assessment and consent forms and either attended teaching on the first day of the semester or gave reasons for their absence on the first day in advance.Interventions One intervention was based on computer-assisted, self-directed learning (self-directed intervention), whilst the other was organised as workshops based on social learning theory (directed intervention). Both educational interventions consisted of 5 half-day sessions.Main outcome measures The primary outcomes were knowledge about EBM and skills in critical appraisal. A secondary outcome measured attitudes to EBM. Outcomes were compared on an intention-to-treat basis using a stratified Wilcoxon rank-sum test.Results There were no differences in outcomes for the 2 study groups in terms of EBM knowledge (mean deviation 0.0 [95% confidence interval − 1.0, 1.0], P = 0.8), critical appraisal skills (MD 0.1 [95% CI − 0.9, 1.1], P = 0.5), or attitudes to EBM (MD − 0.3 [95% CI − 1.4, 0.8], P = 0.5). Follow-up rates were 96%, 97% and 63%, respectively.Conclusions This trial and its accompanying qualitative evaluation suggest that self-directed, computer-assisted learning may be an alternative format for teaching EBM. However, further research is needed to confirm this and investigate alternative educational models.