ABSTRACT
La educación superior actual necesita crear más experiencias de aprendizaje que relacionen la teoría con la práctica. El objetivo del estudio es analizar la percepción de docentes sobre el impacto de proyectos cotutorados en entornos de aprendizaje universitario de Educación Física en Infantil en el contexto español. La muestra está formada por 11 maestros y tres profesores. Se ha realizado un estudio de caso intrínseco dentro del paradigma interpretativo, a través de un informe reflexivo, analizando ocho preguntas cualitativas. Los resultados muestran influencias en: alumnado y niños, docentes, colaboración escuela-universidad, familias y asignatura universitaria. Como conclusiones, se detecta un impacto en la mejora de las competencias profesionales de EF del estudiantado y la creación de aprendizajes significativos en el contexto universitario. En las escuelas se ha referido al aumento de reconocimiento de la EF en Infantil por parte de la comunidad educativa y el aumento de formación permanente en el claustro. (AU)
Atualmente no ensino superior é necessário criar mais experiências de aprendizagem que vinculem a teoria à prática. O objetivo deste estudo é analisar a percepção dos professores sobre o impacto de projetos cotutoriais em ambientes universitários de aprendizagem da Educação Física na Educação Infantil no contexto espanhol. A amostra é composta por 11 educadores e três professores. Foi realizado um estudo de caso intrínseco dentro do paradigma interpretativo, por meio de um relato reflexivo, analisando oito questões qualitativas. Os resultados mostram influencia em: alunos e crianças, professores, colaboração escola-universidade, famílias e disciplina universtária. Como conclusões, detecta-se um impacto na melhoria das competências profissionais de EF dos estudantes e na criação de uma aprendizagem significativa no contexto universitário. Nas escolas, referiu-se o aumento do reconhecimento da EF na Educação Infantil pela comunidade educativa e o aumento da formação permanente no corpo docente. (AU)
Today's higher education needs to create more learning experiences that link theory with practice. The objective of study is to analyse teachers' perception about the impact of co-tutored projects in university learning environments of Physical Education in Early Childhood in the Spanish context. The sample is made up of 11 male teachers and three female teachers. An intrinsic case study has been carried out within the interpretive paradigm, through a reflective report, analysing eight qualitative questions. Results show influences on: students and children, teachers, school-university collaboration, families and university subject. As conclusions, an impact is detected in the improvement of the PE professional competences of the student body and the creation of meaningful learning in the university context. In schools, he has referred to the increased recognition of PE in Early Childhood by educational community and the increase in continuous training in the teaching staff. (AU)
Subject(s)
Humans , Male , Female , Child, PreschoolABSTRACT
Objectives: The present study aims to document the effectiveness of self-directed activity-based Autonomous Learning for Advanced Acquisition of Physiology (ALAAP) module for endocrine learning among undergraduate physical therapy students. Materials and Methods: Fifty-five second semester students (28 males and 27 females) of the physical therapy course of a private healthcare university were recruited and the traditional didactic method of teaching-learning was compared with that of the newly developed ALAAP module. Results: The triad approach employed to compare the scores of pre-test and post-test after the ALAAP module intervention showed P < 0.001 and Hedges’ g effect size of 0.75 with a 95% CI of –3.41 to –1.5 implying the effectiveness of the module to be strong. Furthermore, the feedback obtained was favourable toward this module and showed that there was an increase in both the affective and cognitive domains of learning. Conclusion: ALAAP module for endocrine physiology is effective and positively targeted all types of learners. It helped their transition from pedagogy to andragogy type of deep learning. The group work done by the students as a part of this module instilled collaborative and cooperative learning in them.
ABSTRACT
SUMMARY OBJECTIVE: This study aimed at the oral health problems of elderly patients with diabetes. A training course of integrated traditional Chinese and Western medicine was constructed, helping patients improve their oral health quality of life. METHODS: A randomized controlled prospective experimental study was conducted. A total of 190 elderly patients were divided randomly into an observation group and a control group with 95 cases in each. The control group received regular health education, while the observation group was based on the control group to implement the integrated experiential learning of traditional Chinese and Western medicine in small groups. The oral health knowledge, attitude, behavior, and blood glucose control status along with the oral health quality of life of the two groups were compared before the intervention and at 3-month postintervention. RESULTS: Three months after the intervention, the fasting blood glucose control and the 2-h postprandial blood glucose/glycosylated hemoglobin levels in the observation group were significantly better than in the control group, and the difference was statistically significant (p<0.05). The oral health quality of life in the observation group was significantly better than in the control group, and the difference was statistically significant (p<0.05). CONCLUSION: The small-group experiential learning model of integrated Chinese and Western medicine can promote the transformation of knowledge-beliefs-behaviors in elderly patients with diabetes, which is conducive to controlling blood sugar levels and improving the quality of oral health.
Subject(s)
Humans , Aged , Oral Health , Diabetes Mellitus/therapy , Quality of Life , China , Prospective Studies , Problem-Based Learning , Medicine, Chinese TraditionalABSTRACT
Objective:To carry out experiential and service-learning social practice activities among nursing undergraduates, and evaluate the effects.Methods:From September to December 2020, 21 junior college students were recruited from School of Nursing of Fudan University. They carried out 3 social practice services of rehabilitation training for autistic children under the guidance of professional rehabilitation teachers from the social practice base for special children. The effects of social practice were evaluated by summative evaluation, questionnaire survey and focus group interview at the end of the activity.Results:The nursing students provided a total of 66 times of volunteer services for autistic children and other special children, with a total length of 132 hours within a month. The final evaluation score of nursing students was (92.10 ± 2.10) points, 9 (42.9%) nursing students had a very satisfied sense of achievement, and 20 (95.3%) nursing students had a high overall satisfaction with social practice activities. There were two themes of practice harvest and practice reflection, of which practice harvest included three sub-themes of changing disease cognition, enhancing learning initiative and enhancing humanistic care concept, and practice reflection included three sub-themes of carrying out personalized rehabilitation training, improving practical service quality and establishing effective service evaluation system.Conclusions:It is necessary to change education and teaching concept, strengthen practice base construction, innovate practice teaching mode, and combine theoretical knowledge, professional skills with social service, so as to promote students′ all-round development of morality, intelligence, physique, aesthetics and labor.
ABSTRACT
Whole Person Care education at McGill University aims to develop competent and compassionate physicians who can relate as a whole person to facilitate healing and provide better medical care to their patients. A step-by-step approach is adopted for the education throughout the four-year curriculum. It includes classes, experiential learning in small groups (20 students), simulation education, and panel discussions. It promotes interactive and unique experiential learning through a variety of exercises and works, and aims at transformational learning. It is essential to develop an attitude of being as a whole person, learning to be mindful and aware of the present moment (self, other and context).
ABSTRACT
@#Introduction: The objective of the study was to explore the aspects of work-based learning environments and to identify the factors that stimulate or inhibit learning based on the theoretical framework of experiential learning. Utilizing Kolb’s learning cycle, the authors aimed to describe, compare and analyze two learning situations in undergraduate medical education, and to consolidate recommendations based on the theoretical principles. Methods: Data collection was done through a qualitative approach by interviews and observations at two institutes for 4th year undergraduate medical students in a tertiary hospital in Malaysia and in Singapore. Results: Kolb’s learning cycle stages can be linked to the learning situations. Both institutions had the problem of high student to educator ratios. There was limited opportunity for the students to examine and present patients. Time limitation was another constraint as not all students could perform physical examinations. These inadequate opportunities to apply knowledge and active participation limited the “concrete experience”. As discussion and feedback sessions were insufficient, the “reflective observation” and “conceptualization” stages were also compromised. Educators had difficulty determining if students made sense of the cases and if their learning was adequate. “Active experimentation” was also limited to end-of-posting examination only. Conclusion: Kolb’s learning cycle from the experiential learning theory can be used in these learning contexts to identify methods to improve students’ knowledge and skills acquisition, as well as to encourage reflection and applied learning.
ABSTRACT
Objective:To explore the hierarchical learning path and its internal logic of experiential learning at three levels of "knowledge, emotion and action" based on Kolb's experiential learning theory, and to design the learning method of "experience-based individual development interpretation (EBIDI)", apply it in the course of "growth and development for children" and evaluate its implementation effectiveness.Methods:EBIDI learning method was implemented among undergraduate students of health education major in 2016-2019. The "ladder of abstraction" analysis on case data was conducted to analyze the learner's reflection report of development and group case study report and find the significant learning outcomes. According to the results, this paper explained the "three levels and six steps" experiential learning model.Results:Experiential learning included two types of introspective experience and observational experience, and its learning results were shown in two levels of identification/comprehension and evaluation/application. EBIDI mainly achieved learning effects through four paths: getting value identity in introspective learning; promoting learning transfer in contextual reappearance; trying innovation and criticism in case study, and rousing emotion and motivation based on lively interests.Conclusion:EBIDI and its experiential learning model can provide a theoretical framework for the path design and effect evaluation of experiential learning and can provide a perspective for the curriculum design for adolescent health education activities.
ABSTRACT
In the treatment of diabetes, insulin therapy is becoming increasingly important. However, it is reported that insulin initiation is often delayed due to psychological resistance in patients and physician’s concerns about patient education. One of the reasons for this problem is medical doctors’ inadequate understanding of insulin self-injection and patients’ perspectives. Therefore, we introduced a new strategy for learning this more effectively. We set student doctors as target learners. The learning strategy consists of experiential learning through the use of insulin injection model, in-patient interviews, and small group learning. Our new practice seems to be useful to understand the perception gap between medical professionals and patients.
ABSTRACT
Although faculty development (FD) on simulation education is widely conducted, there are few reports of its online implementation. In this study, we attempted an online simulation FD session in which all students and instructors participated remotely from different locations without ever meeting face-to-face, and learned simulation education by experiencing not only the provision of knowledge but also the planning, design, and demonstration of simulation education. Compared to face-to-face simulation FD, reflection-in-action among the students who played the role of instructor was facilitaed during the demonstration. In addition to the experience gained from the practice, we will report on the challenges and possibilities of online simulation FD using conceptuals framworks.
ABSTRACT
ABSTRACT Objective: to describe the experiences lived in clinical simulation by nursing students at the University of Magallanes, Punta Arenas, Chile, in relation to the use of clinical simulation as a learning methodology for the achievement of skills for nursing care. Method: the simulation by the students was carried out in 2017, while they attended the seventh and eighth semester of professional training. The study carried out was qualitative, exploratory descriptive, in which eight students participated using the semi-structured interview instrument applied during the second semester of 2018. Results: it was observed that the simulation experience was good and very good. It stands out that the main points of discussion for the participants were that the clinical simulation gave them tools that allowed them to acquire professional identity, empowerment of the professional role, clinical reasoning, professional practice and organization. On the other hand, it also allowed them to apply theoretical knowledge. Conclusion: although this experience allowed the students to acquire comprehensive skills, it also has the limitation that feelings of fear and anxiety emerge that may make it impossible to develop it.
RESUMO Objetivo: descrever as experiências vividas em simulação clínica por estudantes de enfermagem da Universidad de Magallanes, Punta Arenas, Chile, em relação ao uso da simulação clínica como metodologia de aprendizagem para o alcance de competências para o cuidado de enfermagem. Método: a simulação pelos alunos foi realizada em 2017, enquanto eles cursavam o sétimo e o oitavo semestres de formação profissional. O estudo realizado foi qualitativo, exploratório descritivo, no qual participaram oito alunos por meio do instrumento de entrevista semiestruturada aplicado durante o segundo semestre de 2018. Resultados: observou-se que a experiência de simulação foi boa e muito boa. Destaca-se que os principais pontos de discussão para os participantes foram que a simulação clínica lhes deu ferramentas que lhes permitiram adquirir identidade profissional, empoderamento do papel profissional, raciocínio clínico, prática profissional e organização. Por outro lado, também lhes permitiu aplicar conhecimentos teóricos. Conclusões: embora esta vivência tenha permitido aos alunos adquirir competências abrangentes, também tem como limitação o surgimento de sentimentos de medo e ansiedade que podem impossibilitar o seu desenvolvimento.
RESUMEN Objetivo: describir las experiencias vividas en simulación clínica por los estudiantes de enfermería de la Universidad de Magallanes, Punta Arenas, Chile, en relación al uso de la simulación clínica como metodología de aprendizaje para el logro de habilidades para el cuidado en Enfermería. Método: la simulación por los estudiantes se realizó el año 2017, mientras cursaron séptimo y octavo semestre de formación profesional. El estudio realizado fue cualitativo, exploratorio descriptivo, en el cual participaron ocho estudiantes utilizando el instrumento de entrevista semiestructurada aplicada durante el segundo semestre año 2018. Resultados: se observó que la experiencia en simulación fue bueno y muy bueno. Destaca que los principales puntos de discusión para los participantes fue que la simulación clínica les entrego herramientas que les permitió adquirir identidad profesional, empoderamiento del rol profesional, razonamiento clínico, práctica profesional y organización. Por otra parte, también les permitió aplicar los conocimientos teóricos. Conclusiones: si bien esta experiencia les permitió a los estudiantes adquirir habilidades integrales también posee la limitante que afloran sentimientos de temor, ansiedad que pueden imposibilitar el desarrollo de la misma.
Subject(s)
Humans , Students, Nursing , Social Skills , LearningABSTRACT
Background: Complementary and alternative medicine is very robust in some parts of the world. The study was done to impart the experiential learning related to sources of drugs in a pharmacy practical class for MBBS students.Methods: We used ingredient-tray (I-Tray) teaching tool consisting of two parts to generate experiential learning in MBBS students about ethno pharmacological sources of drugs. Innovatively designed I -tray filled with two sizes plastic containers (100 ml and 50 ml sizes used for collecting biological samples of sputum and urine) containing crude drug medicinal sources which were arranged in gutters of the tray. They were sorted into five categories such as plants (flowers of Vinca rosea, bark of Terminalia arjuna, roots of Rauwolfia serpentine and Eucalyptus leaves); animals (formalin preservatives freshwater leech, shells and vaccines); minerals (kaolin, potassium permanganate and charcoal); oils and others. Three charts of 4 square feet sizes were used for demonstration of synthetic, microbiological and genetically engineered drug sources.Results: The students’ approval rate of I-tray was mean yes value of 105.78 for a tool of active learning out of total 113 students. Around 100%, 98.23 % and 97.35% students utilised application of concept (cognition), faculty of smell (affective) and volunteering (psychomotor) in the class. However female students had statistically significant score against this set up of the class depicting gender specificity of the learning process.Conclusions: Thus teaching traditional sources of drugs through I-tray impart higher order social, place based and experiential learning of medicine.
ABSTRACT
Objective: Previous studies have investigated medical students’ interest in family medicine, as well as their intentions to work in rural areas after taking part in community-based clinical clerkships. Community-based clerkships are designed to teach medical students community healthcare and to increase the number of physicians working in rural communities following their graduation. However, few studies have examined which clerkship experiences, specifically, enhance medical students’ positive perceptions on community healthcare. This study aimed to examine the association between experiential learning in community-based clerkships and students’ positive perceptions on community healthcare.Patients and Methods: From 2015 to 2017, we conducted a questionnaire survey of 290 final year medical students, before and after completion of their community-based clerkships. The survey asked the students about their perceptions (categorized into “Worthwhile” and “Confident”) of community healthcare and experiential learning during their clerkships. We assessed 13 medical learning areas involving healthcare, medical care, welfare, and nursing care practice. Multivariable logistic regression was used to evaluate the factors associated with positive student perceptions.Results: Of the 290 students, 265 (91.3%) completed both the pre- and post-questionnaires. Of these, 124 (46.8%) were female, 67 (25.2%) were from small towns (of <100,000 people), and 87 (32.8%) selected clinical clerkships within depopulated areas. A total of 205 (73.3%) students reported positive perceptions on community healthcare. There was a significant association discovered between students’ positive perceptions on community-based healthcare and them taking part in experiential learning in mobile medical services (43 [16.2%] students experienced mobile medical services—adjusted odds ratio 6.65, 95%, confidence intervals 1.67–26.4, p = 0.007).Conclusion: Medical students’ positive perceptions on community healthcare were discovered to be associated with them taking part in experiential learning in mobile medical services during their community-based clerkships.
ABSTRACT
Objective To explore the application effect of the experiential learning in the soft skills training of nursing students. Methods Using convenient sampling method to select one grade nursing students form a school in Guangzhou as the research objects, two classes were divided into the control group and the experimental group. The experimental group was trained by experiential learning, and the control group was trained by traditional teaching methods. After the training, the differences of nursing soft skills between the two groups were compared to evaluate the effectiveness and feasibility of experiential learning in improving nursing soft skills. Results After training, the total score of nursing soft skills in the experimental group was 156.94 ± 13.97 and the control group was 150.61 ± 12.58, the difference was statistically significant (t=-2.039,P<0.05). Nearly 91.4%(32/35) of nursing students were satisfied or very satisfied with the training methods of experiential learning and nursing students thought that ability or cognitive were promoted and the top three were: interpersonal communication ability, cognition of nursing soft skills, and nursing service etiquette. Nearly 82.9% (29/35) of nursing students expressed that they were willing to receive nursing soft skills training in experiential learning. Conclusions Experiential learning can effectively improve nursing soft skills of nursing students and it is suitable for promotion and application in nursing teaching.
ABSTRACT
@#Field Epidemiology Training Programmes (FETPs), which are modelled after the Centers for Disease Control and Prevention’s Epidemic Intelligence Service programme, began in 1980 and have produced graduates in more than 70 countries, including 12 in the Western Pacific Region.1,2 These programmes aim to “build sustainable capacity for detecting and responding to public health threats” and “develop expertise so that disease outbreaks can be detected locally and prevented from spreading”.3 FETPs thus include training in applied epidemiology and public health services. FETP trainees and graduates, however, often have additional responsibilities: mentoring newer trainees, supervising in the field, leading short training courses, facilitating meetings, etc. Programmes therefore must provide trainees with the knowledge and skills to fulfil these responsibilities.
ABSTRACT
O desenvolvimento profissional configura-se como um conceito de relevância expressiva na atividade laboral. O objetivo desta pesquisa foi apresentar uma revisão de literatura da produção científica nacional e estrangeira sobre desenvolvimento profissional e aprendizagem experiencial. A partir do Google Scholar, software Harzing Publish or Perish, pesquisamos 514 artigos em inglês e português, no período de 1994 a 2014. Primeiramente foi realizado estudo bibliométrico e em seguida análise dos resumos ou textos completos para revisão de literatura. As categorias de análise utilizadas na pesquisa foram: ano de publicação, público-alvo, tipo de ações de desenvolvimento profissional, variáveis e método empregado. Os resultados apontam que: (a) há predominância de pesquisas qualitativas; (b) faltam modelos teóricos de embasamento dos estudos; (c) o público-alvo predominante é de professores; (d) são poucos os estudos que apontam variáveis preditoras ou consequentes do desenvolvimento profissional.
Professional development forms a concept of significant relevance in labor activities. The objective of this research was to present a literature review of national and international scientific literature on Professional Development and Experiential Learning. From Google Scholar, Harzing´s Publish or Perish software, we researched 514 articles, published in English and Portuguese between 1994-2014. We performed a bibliometric study and then analyzed abstracts or full texts for a literature review. The categories of analysis used in the research were: year of publication, target audience, type of professional development activities, variables and method used. It was possible to conclude that: (a) there is a predominance of qualitative research; (b) there is a lack of theoretical foundation models in the studies; (c) the predominant target audience is teachers; (d) there are few studies that indicate predictor or consequence variables of professional development.
El desarrollo profesional se configura como un concepto de relevancia significativa en la actividad laboral. El objetivo de esta investigación es presentar una revisión bibliográfica de la literatura dela producción científica nacional y extranjera sobre desarrollo profesional y aprendizaje experimental. En Google Scholar, software Harzing Publishor Perish, investigamos a 514 artículos en inglés y portugués, en el período de 1994-2014. Primeramente se realizó un estudio bibliométrico, y luego el análisis de los resúmenes o textos completos para revisión de la literatura. Las categorías de análisis utilizadas en la investigación fueron: año de publicación, el público, tipo de acciones de desarrollo profesional, variables y método empleado. Las conclusiones son las siguientes: (a) hay un predominio del método cualitativo; (b) faltan modelos teóricos fundamentados en los estudios; (c) el público predominante es de profesores; (d) son pocos los estudios que mencionan variables predictivas o consecuentes del desarrollo profesional.
ABSTRACT
Objective To propose a grasp torque control based on experimental learning and haptic feedback to facilitate the manipulator in dexterous manipulation.Methods An experience database was built firstly,and then the object was recognized by tactile feedback in the grasp task.If the object had been experitentially grasped,the torque was output based on the database.In case a new object was grasped,the optimal output torque was calculated by iterative learning.Results The experiment showed that the robot hand could find the experiential output torque quickly when encountering the object in database and calculate the torque by iterative learning to achieve grasp task.Conclusion The experiential database grows up when the robot hand learns more and more experience.It can fast output torque like human in the grasp task.
ABSTRACT
Objective To explore the effect of nursing students' factors on the teaching effect of nurse patient communication experience . Methods A questionnaire survey was conducted among 208 nursing students who received nurse-patient communication experience teaching. Research content included nursing students' subjective factors and objective factors, and non-technical expertise. The training effect factors affecting the personal factors questionnaire, self-made demographic characteristics questionnaire andnursing soft skills assessment scale were adopted to make evaluation and SPSS 17.0 was used to make correlation analysis to the obtained data. Result For respondents, the factors such as one-child in general demographic characteristics and social work experience had correlation with the teaching effect (r=0.270, 0.725; P=0.000, 0.010). Nursing students' non-professional and technical capacity, personal characteristics and the teaching effect were correlated with the teaching effect, among which the nursing students' interper-sonal relationship, organization and management skills, self-efficacy, learning power had the correlation coefficients with the teaching effect of 1.000, 0.725, 0.192 and 0.470, P<0.05, respectively. Conclusion In the teaching process, it has positive effect on the teaching effect to create the practice condition, increase the favorable factors, and guide the self awareness of nursing students.
ABSTRACT
Interprofessional learning (IPL) promotes collaboration among healthcare professionals in providing quality healthcare. For the IPL to have a positive influence on inter-professional collaboration, opportunities must be made available for the healthcare students to learn together. Attitudinal factors have been identified as the major factor hindering the implementation of IPL. In Malaysia, little is known about attitudes of healthcare students towards IPL. Students from different health disciplines often have poor conception of each other’s roles as a member of the healthcare team. IPL increases this knowledge and gives students an understanding of the interpersonal skills needed for liaison and communication. Students from different disciplines who learn together develop interpersonal and teamwork skills, and gain knowledge of how other professionals work. IPL has been shown to create teams that work together better and improve patient experience. In general, IPL aims to improve patient safety, enhance patient satisfaction, and increase levels of innovation in patient care, and increase staff motivation, well-being and retention. There has been increasing emphasis on the important role that interprofessional education (IPE) must play in educating and developing present and future healthcare professionals. This review aims to examine how learning outcomes are articulated in the field of IPE and includes the benefits, importance, ethical concepts and application of IPL in nursing.
Subject(s)
Delivery of Health CareABSTRACT
In the current Japanese education for medical and health professionals, experiential learning in communities is widely promoted. Students visit a community and participate in community life. This paper introduces the perspectives and methods of cultural anthropological fieldwork and examines how they can be applied to community-based experiential learning and what effects are produced. This paper is based on a case study in a Japanese medical school. What is significant in experiential learning through fieldwork is that students participate in community life firsthand and retain this firsthand experience as a sensory experience. This ingrained sense is then transformed into new findings, not through application of the students’ pre-existing knowledge but through subsequent reflective practices.
ABSTRACT
1)The Human Communications course at Tottori University is composed of two elements: "experiential learning to raise awareness," which encourages students to reconsider human relationships in daily life and their own way of life, and "experience involving infants," which helps students to practice what they have learned through these intergenerational relations. In the present study, questionnaires were administered to students to examine the effectiveness of this course.<br>2)The survey results suggested that the Human Communications course facilitated the cultivation of self–concept in communication and of self–acceptance, particularly among students whose scores were less than the mean on the first day of the course.<br>3)Establishing a support system for interpersonal relationships and improving methods to assess the effects of the course are challenges for future work.