Active Learning Through Discussion: ICAP Framework for Education in Health Professions

Lim, Jaeseo; Ko, Hyunwoong; Yang, Juhee; Kim, Songeui; Lee, Seung‐Hee; Chun, Myung-Sun; Ihm, Jungjoon; Park, Jooyong

doi:10.21203/rs.2.15764/v2

Cited by 3 publications

(14 citation statements)

References 17 publications

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“…Will the Court of Appeals accept D's claim?" Procedure This experiment was designed to replicate and build off of the study conducted in the past that used an o ine lecture and set of learning materials [10]. At the same time, this experiment was designed to determine whether the same extent of active learning is possible through online discussion.…”

Section: Final Test Itemsmentioning

confidence: 99%

“…We intended to replicate the results of the past experiment [10] and at the same time determine whether the same extent of active learning is possible through online discussion. Thus, we investigated whether the online discussion improved the student's learning outcomes, especially the greater the transfer.…”

Section: Comparison Of Active Learning O Ine and Onlinementioning

confidence: 99%

“…Educators and educational institutions for those pursuing health professions have made changes in response to contemporary needs and have attempted to create better, more effective learning methods for their students. For decades, these educators have been working to transform their pedagogy by reducing or even eliminating lectures [9,10] and by implementing team-based, active, and self-directed learning [11,12]. Within the past few years, medical educators have been converting classroom-style learning to one-way lectures and providing instruction for asynchronous learning [13].…”

Section: Introductionmentioning

confidence: 99%

“…It is especially rare to nd a study that evaluates student achievement by conducting active learning online. In this study, we conducted a study online that provided active learning for health professionals before the spread of COVID-19 [10]. In previous research, Lim and colleagues explored the ICAP framework, in which active pre-learning activities should be preceded by the discussion, and whether the framework can be utilized more effectively to train health professionals [10,19,20].…”

Section: Introductionmentioning

confidence: 99%

“…In this study, we conducted a study online that provided active learning for health professionals before the spread of COVID-19 [10]. In previous research, Lim and colleagues explored the ICAP framework, in which active pre-learning activities should be preceded by the discussion, and whether the framework can be utilized more effectively to train health professionals [10,19,20]. They proved the effectiveness of discussion on student's learning within health-related subjects including medicine, dentistry, veterinary medicine, and nursing and concluded when discussion was most effective.…”

Section: Introductionmentioning

confidence: 99%

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The Learning Effect of Online Discussions: New Active Form of Learning under COVID-19

Lim¹,

Ko²,

Park³

et al. 2021

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Background: COVID-19 created confusion in all areas of society and is no exception in education. In line with the demands of the times, we investigated the applicability of active learning online for the health professional.Methods: This study was conducted in the school of dentistry, a selective university. Eighty-two dentistry students participated in this study in the second semester of 2020. The students were randomly assigned to four different groups and learned according to given experimental procedures. Their performance in the final test scores was analyzed using ANOVAs. Subsequently, we systematically analyzed past offline active learning and online experiments.Results: As with past offline experiments, self-study before discussion groups have achieved high learning outcomes in verbatim type and transfer type items. Online self-study groups scored slightly lower than offline self-study groups, but online self-study groups scored higher than offline and online lecture groups.Conclusions: Our findings denote that active learning for health professionals was applicable online. When self-study precedes the discussion, it becomes richer, thereby increasing students' learning outcomes.

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Section: Final Test Itemsmentioning

confidence: 99%

Section: Comparison Of Active Learning O Ine and Onlinementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Learning Effect of Online Discussions: New Active Form of Learning under COVID-19

Lim¹,

Ko²,

Park³

et al. 2021

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Why workshops work: Examining the efficacy of training trainers to train goats

Meier,

Theby,

Gygax

et al. 2023

Anim. welf.

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Experimental procedures involving farm animals are often associated with stress due to restraining. Stress can be reduced through use of positive reinforcement training, which then serves as refinement according to the 3Rs principles. Trainer skills, however, may influence the feasibility and success of animal training. The potential influence of trainer skills as well as the education of animal trainers are rarely described in literature but are necessary information for the implementation of positive reinforcement training as a refinement measure. To investigate the effect of educational programmes on animal trainers, we compared the training success of two groups of participants in training goats to elicit a behaviour that would allow simulated venipuncture. One group was educated in a two-day workshop while the other was provided with specific literature for self-instructed learning. Training success was evaluated using an assessment protocol developed for this study. A greater training success in the WORKSHOP GROUP, reflected by objective and subjective measures, was clearly supported statistically. In addition, 73 versus only 13% of the participants of the WORKSHOP GROUP and the self-instructed BOOK GROUP, respectively, stated that they could completely implement the knowledge gained in the course of this study. Our results indicate that more intensively educated trainers can train animals more successfully. In conclusion, if animal training is implemented as refinement, animal caretakers should receive instruction for positive reinforcement training.

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The impact of writing on academic performance for medical students

et al. 2021

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Background Writing is a useful learning activity that promotes higher-order thinking, but there are limited studies that prove its effectiveness. In previous research, researchers tested the effect of summary writing on students’ comprehension and found no significant difference from that of re-studying texts. The purpose of this study, therefore, is to expand previous findings and investigate the effect of two types of writing tasks on medical students’ academic performance, specifically in the transfer of knowledge. Methods An experiment was conducted with 139 medical students from Seoul National University College of Medicine. They were randomly assigned to three study conditions: self-study (SS), expository writing (EW), and argumentative writing (AW) group. Each group studied the given material by the method they were assigned, and they were tested on their comprehension and transfer of knowledge using rote-memory type items and transfer type items respectively. Results The results showed that the two writing groups displayed better performance than the SS group in transfer type items, while there was no difference in scores between the EW and AW group. However, the three groups showed no significant difference in their scores for rote-memory type items. Also, there was a positive correlation between the writing scores and transfer type item scores in the AW group. Conclusions This study provides empirical evidence for writing to be adopted in medical education for greater educational benefits. Our findings indicate that writing can enhance learning and higher-order thinking, which are critical for medical students.

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Active Learning Through Discussion: ICAP Framework for Education in Health Professions

Cited by 3 publications

References 17 publications

The Learning Effect of Online Discussions: New Active Form of Learning under COVID-19

The Learning Effect of Online Discussions: New Active Form of Learning under COVID-19

Why workshops work: Examining the efficacy of training trainers to train goats

The impact of writing on academic performance for medical students

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