Middle School Students: Active Learning Activities for Stroke Education and Healthy Lifestyles

Brechtel, Leanne; Wormack, Leah; Frazier, Amber; Ubah, Chibueze; B, Dick; Cook, Jennifer; Nathaniel, Thomas I.

doi:10.1007/s10826-019-01422-8

Cited by 8 publications

(14 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, the Canvas and WebEx platform proved effective for a focused, group-interactive, discussion of each session and in tracking the students' activities and progress in their understanding of the course content. While medical students that are trained in an integrated medical curriculum are experienced in following the curriculum online and using digital technology (Jameson, et al, 1996;Marchevsky, et al, 2003;McCutcheon, et al, 2015), they are also accustomed to self-study and working independently at their own pace (Brechtel, et al, 2018;Brechtel, et al, 2019). The ease with which medical students navigate digital technology-based learning, along with the independence they have developed in an integrated medical curriculum made the transition to blended learning may have made their translation a little less stressful.…”

Section: Accepted Articlementioning

confidence: 99%

“…A medical school curriculum that builds on this strength in digital technology will provide a superior learning experience (Jameson et al, 1996; Marchevsky et al, 2003; McCutcheon et al, 2015). Moreover, medical students are accustomed to working independently at their own pace (Brechtel et al, 2018; Micheal and Marjadi, 2018; Swito et al, 2018; Brechtel et al, 2019; Isayeva et al, 2020). This approach has provided an individualized, customized, fluid schedule allowing medical students to use different active learning strategies (Ramklass, 2014; Protsiv et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

An Adaptive Blended Learning Model for the Implementation of an Integrated Medical Neuroscience Course During the Covid‐19 Pandemic

Nathaniel

Goodwin

Fowler

et al. 2021

Anatomical Sciences Ed

Self Cite

View full text Add to dashboard Cite

The implementation of an integrated medical neuroscience course by technologically pivoting an in-person neuroscience course to online using an adaptive blended method may provide a unique approach for teaching a medical neuroscience course during the Covid-19 pandemic. An adaptive blended learning method was developed in response to the requirements necessitated by the Covid-19 pandemic. This model combined pedagogical needs with digital technology using online learning activities to implement student learning in a medical neuroscience course for year one medical students. This approach provided medical students with an individually customized learning opportunity in medical neuroscience. The students had the complete choice to engage the learning system synchronously or asynchronously and learn neuroscience materials at different locations and times in response to the demands required to deal with the pandemic. Students' performance in summative and formative examinations of the adaptive blended learning activities were compared with the previous performance obtained the previous year when the contents of the medical neuroscience course were implemented using the conventional "face-to-face" learning approach. While the cohort of our students in 2019 and 2020 changed, the contents, sessions, volume of material and assessment were constant. This enabled us to compare the results of the 2019 and 2020 classes. Overall, students' performance was not significantly different between the adaptive blended learning and the in-person approach. More students scored between 70-79% during the adaptive blended learning compared with in-class teaching, while more students scored between 80-89% during the in-person learning than during the adaptive blended learning. Finally, the percentage of students that scored >90% was not significantly different for both Years 2019 and 2020. The adaptive blended learning approach was effective in enhancing academic performance for high performing medical students. It also permitted the early identification of underachieving students, thereby serving as an early warning sign to permit timely intervention.

show abstract

Section: Accepted Articlementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An Adaptive Blended Learning Model for the Implementation of an Integrated Medical Neuroscience Course During the Covid‐19 Pandemic

Nathaniel

Goodwin

Fowler

et al. 2021

Anatomical Sciences Ed

Self Cite

View full text Add to dashboard Cite

show abstract

“…And this was provided mainly by reducing the layer of subcutaneous fat. The effectiveness of the technique is confirmed by statistically significant improvement of indicators characterizing the physical preparedness of students: running 100 m (4.3%; P<0.05), running 2000 m (9.7%; P<0.05), flexibility (52.6%; P<0.01) [4]. Pedagogical technology of physical education in university is a set of psychological and pedagogical approaches that determine the content of education, a set of forms, methods, techniques, educational tools that implement the educational process (description of the process of achieving the planned learning outcomes).…”

Section: Resultsmentioning

confidence: 86%

The Use of Information and Communication Technologies in the Analysis of a Healthy Lifestyle of Students at the University

Lvovа¹,

Shvedov²,

Sulimin³

2020

Proceedings of the International Scientific Conference “Digitalization of Education: History, Trends and Prospects” (DETP 2020)

View full text Add to dashboard Cite

The article deals with the problem of searching for modern health-saving technologies, new directions of physical culture and sports, which are able to solve the main social and pedagogical problems that face the discipline "Physical education". The purpose of the article is to analyze the healthy lifestyle of students. The authors come to the conclusion that it is necessary to create a system that focuses on Wellness physical education, in order to allow students to be able to navigate in their own health, to know information about their health and have a strong demand for occupations by physical education.

show abstract

“…Medical students that are trained in an integrated medical curriculum are very effective in using digital technology [ 13 – 15 ]. They are also familiar with self-study and working independently at their own pace [ 16 , 17 ]. The effortlessness with which medical students explore digital technology-based learning [ 41 , 42 ], along with the independence they have developed within the integrated medical curriculum, made the transition to an adaptive blended learning a little less stressful [ 11 , 43 – 47 ].…”

Section: Discussionmentioning

confidence: 99%

An Adaptive Blended Learning Approach in the Implementation of a Medical Neuroscience Laboratory Activities

Nathaniel

Black

2021

Med.Sci.Educ.

Self Cite

View full text Add to dashboard Cite

Background The COVID-19 pandemic revealed existing gaps in the medical educational system that is heavily dependent on the presence of medical students and teachers in laboratory and class for instruction. This affects continuity in the implementation of the neuroanatomy component of the medical neuroscience laboratory activities during COVID-19. We hypothesized that pivoting wet laboratory neuroanatomy activities to online using an adaptive flexible blended method might represent an effective approach in the implementation of laboratory neuroanatomy activities during a pandemic. Methods The current study describes an adaptive flexible blended learning approach that systematically mixes virtual face-to-face interaction activities with the online learning of brain structures, and the discussion of clinical cases. Learning materials are delivered through both synchronous and asynchronous modes, and Year 1 medical students learn neuroanatomy laboratory activities at different locations and different times. Student performances in the adaptive flexible blended learning approach were compared with the learning of similar activities during an in-person implementation of neuroscience laboratory activities. Results The results of using this adaptive flexible blended learning approach provided an autonomous independent learning, self-study approach that broadened student performance such that we have more students scoring between 80 and 89%, whereas the in-person learning resulted in most of the students scoring > 90% in the medical neuroscience laboratory activities. Conclusion An adaptive flexible blended learning approach that combined virtual face-to-face instruction using digital technology with online learning of neuroscience laboratory activities provided a unique educational experience for Year 1 medical students to learn neuroscience laboratory activities during the COVID-19 pandemic.

show abstract

Middle School Students: Active Learning Activities for Stroke Education and Healthy Lifestyles

Cited by 8 publications

References 30 publications

An Adaptive Blended Learning Model for the Implementation of an Integrated Medical Neuroscience Course During the Covid‐19 Pandemic

An Adaptive Blended Learning Model for the Implementation of an Integrated Medical Neuroscience Course During the Covid‐19 Pandemic

The Use of Information and Communication Technologies in the Analysis of a Healthy Lifestyle of Students at the University

An Adaptive Blended Learning Approach in the Implementation of a Medical Neuroscience Laboratory Activities

Contact Info

Product

Resources

About