Objective: This research explores participatory evidence-based teaching methods in a health science course to see if a relationship emerged between the level of student participation and course performance, the type of participation and course performance, or the amount of participation and course performance and level of demonstrated learning. Methods: Level of student participation was dichotomous (100% or ,100%), and differences between groups on a knowledge test were compared using an unpaired t test. Type of participation was also dichotomous (in class or out), and differences in course performance on the knowledge test were compared using the unpaired t test. Amount of participation and course performance and level of demonstrated learning were also tested after the knowledge test was measured using a matrix based upon Bloom's taxonomy. Results: Students who participated 100% of the time scored 6% higher on average than students with less than 100% participation (t[183] ¼ 3.55, p ¼ .0005, d ¼ 0.52). There was no difference between groups when assessing for differences in course performance by type of participation. Students with 100% participation scored higher on the short answer question section of the examination (t[183] ¼ 4.58, p ¼ .0001, d ¼ 0.68), but there was no difference on the multiple choice question part of the examination. Conclusion: Full participation in the course was related to higher examination scores and higher scores on examination questions assessing higher levels in the cognitive domain.

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BackgroundSimulation-based education (SBE) has been lauded for its ability to help students recognise and react appropriately to common and rare circumstances. While healthcare professions have started to implement SBE into their curriculum, there is no evidence to suggest which educational theory is best for implementation. This study explores the usage of cognitive load theory (CLT) and the unified theory of emotional learning (UTEL).Study designA mixed methods ordered-allocation cohort study.Methods23 patient management teams were allocated into 2 groups. The first group received prior information about the simulation scenario; the second group did not. Each team had 1 student assigned to the role of doctor. The scenarios were filmed at time 1 (T1), time 2 (T2) and follow-up (F/U). The ‘doctor’ role was then graded with a validated checklist by a three-judge panel. The scores were evaluated to determine if prior information enabled better performance. Secondary analysis evaluated the role of gender on performance and also evaluated anxiety at the onset of the simulation.Results23 doctors were evaluated. There was no difference between groups in performance (t=1.54, p=0.13). Secondary analysis indicated that gender did not play a role. There was no difference in anxiety between groups at baseline (t=0.67, p=0.51).ConclusionsTrends were observed, suggesting that when students enter a simulation environment with prior knowledge of the event they will encounter, their performance may be higher. No differences were observed in performance at T2 or F/U. Withholding information appeared to be an inappropriate proxy for emotional learning as no difference in anxiety was observed between groups at baseline. All trends require confirmation with a larger sample size.

This article stems from a qualitative inquiry research project that examined the significant experiences of adult educators. For this article we explore the experiences of our faculty educator participants working within the community college context and examine the ways in which their practice connects to faculty development literature. Key insights gleaned from this research highlight both challenges and opportunities that college faculty developers face today. Our findings call for community college leaders and teachers to more effectively explore the ways in which personal, professional, and institutional epistemologies interact in order to better support learning.Keywords: faculty development, qualitative inquiry, community college.

Successful transition, resulting in substantial gain to learning time, was observed by changing an in-person orientation to an online format. Anxiety levels were noted to fluctuate significantly from year to year regardless of orientation method.