Quantitative and qualitative evaluation of a learning model based on workstation activities

Sánchez, Judit; Andreu‐Vázquez, Cristina; Lesmes, Marta; Garcia-Lecea, Marta; Rodríguez-Martín, Iván; Tutor, Antonio S.; Gal, Beatriz

doi:10.1371/journal.pone.0236940

Cited by 8 publications

(8 citation statements)

References 27 publications

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“…In summary, by permitting physical manipulation of material within the learning environment, we conclude that WSLA provides better understanding of the content and more effective retention and integration of new information in knowledge from lectures. These general student´s perceptions are supported by previous work published by our research group, as we described that students understand better those learning objectives associated with higher levels of cognitive learning in Bloom's taxonomy in the context of WSLA methodology [16].…”

Section: M5: 'I Really Like It Because It Helps Me Lock Down the Info...supporting

confidence: 84%

“…Very briefly, WSLA is organized around workstations, each one focusing students' work on concrete outcome(s) within the same clinical case. It follows five different steps which were described in detail by González-Soltero et al [16]. Over years of experience, we noted that these five steps can be operationally related with the different learning modes mentioned above:…”

Section: Introductionmentioning

confidence: 94%

“…WSLA has been designed and previously implemented as a new active learning methodology that can be used with large groups of students. It has been implemented within the curricula for the initial years of undergraduate health science courses [16]. WSLA is an adaptation of TBL and works to create integrated learning modules applied to different learning environments, from master classes to gamification and laboratory experiences.…”

Section: Introductionmentioning

confidence: 99%

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Work station learning activities (WSLA) through the ICAP framework: a qualitative study

et al. 2022

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Background Engaging, student-centered active learning activities, such as team-based learning (TBL) and laboratory practices, is beneficial to integrate knowledge, particularly in Medicine degree. Previously, we designed and implemented workstation learning activities (WSLA) inspired by TBL, which proved effective for learning requiring higher-order thinking skills. We now hypothesize that WSLA may also have the potential to be framed into a theoretical model that stratifies learning into interactive, constructive, active and passive modes (ICAP hypothesis). Methods An interpretive qualitative research study was conducted to evaluate this idea. Semi-structured interviews were conducted with students enrolled in health science programs after WSLA sessions, consisting of a series of activities accompanying a traditional lecture. Interviews were analyzed according to a deductive approach. Theoretical themes and subthemes driving the analysis were organized around the ICAP modes: passive, active, constructive, and interactive. An inductive approach was applied to provide additional insights. Results Students valued preparatory lectures as well as corresponding WSLA activities as highly motivating, especially for the ability to integrate concepts. Although previous research shows that not all activities require high levels of cognitive engagement, students appreciated the opportunity the WSLA provided to discuss and clarify concepts as a group. Furthermore, feedback from professors and peers was highly appreciated, and helped students to construct new knowledge. Conclusion In this work, by focusing in understanding the student’s experience, we have evaluated for the first time the WSLA approach in relation to the ICAP model. We found that not only the activity type determines the learning mode, but also the environment accompanying WSLA is a determining factor. Our findings can guide future development of the WSLA approach, which represents an interactive learning methodology with strong potential within the ICAP framework. Trial registration Not applicable.

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Section: M5: 'I Really Like It Because It Helps Me Lock Down the Info...supporting

confidence: 84%

Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

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Work station learning activities (WSLA) through the ICAP framework: a qualitative study

et al. 2022

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“…Previous studies have identified WSLA as an effective strategy to promote deep learning and improve academic performance in medical early years curricula [14,15]. Qualitative analysis suggests that students perceive WSLA as a motivating and constructive framework for understanding complex concepts, highlighting the role of Fig.…”

Section: Introductionmentioning

confidence: 91%

Enhancing academic performance and student engagement in health education: insights from Work Station Learning Activities (WSLA)

Sánchez,

Lesmes,

Rubio

et al. 2024

BMC Med Educ

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Making health science students aware of the importance of basic science knowledge for professional practice is a major educational challenge, especially during the early years of preclinical courses. Here, using an integrated curricular approach, we analyze whether Work Station Learning Activities (WSLA), which combine active learning methodologies for teaching basic science in clinical scenarios, can help to develop deeper learning and student engagement. In order to increase student motivation, we evaluated the effectiveness of WSLA using statistical analyses and an observation tool based on the ICAP (Interactive, Constructive, Active, and Passive) framework, which categorizes learning tasks based on the nature of student engagement. Statistical analyses revealed positive correlations between the different summative evaluations along the development of the activities, indicating the learning process inherent to WSLA progression and affirming the positive influence of WSLA on academic outcomes. Comparing the pre- and post-tests, students scored significantly higher on the post-test (statistically significant p < 0.001). WSLA promotes both constructivist and interactive learning, as validated by its alignment with the ICAP model. The study examines student engagement through systematic observation, revealing a relationship between student engagement and final grades. Students who exhibit constructive learning consistently earn higher grades, emphasizing the positive impact of active engagement. Thus, passive behavior profiles show a significant proportion of fails (40%), while constructive profiles stand out as the sole recipients of the coveted excellent rating. Ultimately, this study contributes to our understanding of the effectiveness of WSLA in promoting active learning and enhancing student engagement within integrated health education curricula. It highlights the importance of active learning behaviors for academic success and suggests avenues for further research to optimize integrated teaching methodologies in medical education.

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“…Various models of blended learning in higher education are currently widely represented in the literature [6], [7], [8], [9], [10], [11]. Most common are the following four models: Flipped learning or the flipped classroom, laboratory rotation, station rotation, and a flexible model [9], [11], [12], [13], [14].…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Flipped Classroom during the COVID-19 Pandemic in Higher Pharmaceutical Education

Литвинова

Budenkova

Babaskina

et al. 2022

Open Access Maced J Med Sci

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BACKGROUND: Despite the apparent advantages of the flipped classroom model especially during a pandemic or natural or technogenic disasters, its overall effectiveness in higher medical and pharmaceutical education continues to be debated. AIM: The goal of the study was to test the effectiveness and acceptability of using the flipped classroom model during the COVID-19 pandemic in higher pharmaceutical education based on the example of the “Pharmaceutical Marketing” discipline at Sechenov First Moscow State Medical University, Russia. METHODS: The study involved 156 fourth-year pharmacy students. They were divided into three clusters: FC – studying in accordance with the flipped classroom model, FC+TBL – using the flipped classroom technology combined with the team-based method, and CC – studying by the traditional scheme (control). The study used the Unified educational portal of the Sechenov University. Additional elements were developed for the electronic educational and methodical complex for the studied section “Analysis of the marketing environment of a pharmaceutical organization.” The effectiveness of the flipped classroom model was evaluated through test control (entrance, formative, thematic, and final) and control of the development of skills and abilities in solving situational problems (thematic and final). The study participants’ attitude toward the use of the flipped classroom model was assessed through a survey. RESULTS: The study demonstrated that students from the FC and FC+TBL clusters were significantly better prepared for practical lessons and worked more effectively and productively during these classes compared to the CC cluster students. The results of the final control also substantiate the advantages of the flipped classroom technology both in assessing practical skills and abilities and in testing. The opportunities for rational implementation of the complex technology (FC+TBL cluster) are identified. CONCLUSIONS: The analysis of students’ general opinion on the flipped classroom model shows that 90.4% of the FC cluster members and 84.6% of the FC+TBL cluster members are satisfied with the results of using this model and consider it suitable for studying both the “Analysis of the marketing environment of a pharmaceutical organization” section and the entire pharmaceutical marketing course. Students’ positive feedback on the use of the flipped classroom model provides grounds for further implementation of this technology in the “Pharmaceutical Marketing” discipline in its entirety and demonstrates that further research on the use of other blended learning models is quite promising.

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Quantitative and qualitative evaluation of a learning model based on workstation activities

Cited by 8 publications

References 27 publications

Work station learning activities (WSLA) through the ICAP framework: a qualitative study

Work station learning activities (WSLA) through the ICAP framework: a qualitative study

Enhancing academic performance and student engagement in health education: insights from Work Station Learning Activities (WSLA)

The Effectiveness of Flipped Classroom during the COVID-19 Pandemic in Higher Pharmaceutical Education

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