Comparative educational outcomes of an active versus passive learning continuing professional development activity on self-management support for respiratory educators: A non-randomized controlled mixed-methods study

Gagné, Myriam; Hamel, Christine; Lauzier, Sophie; Penney, Sara-Edith; Bourbeau, Jean; Moisan, Jocelyne; Boulet, Louis‐Philippe

doi:10.1016/j.nepr.2021.103256

Cited by 5 publications

(4 citation statements)

References 36 publications

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“…Moreover, two out of five persons in the active group did not attend the intervention, as compared to one in the passive group, though these participants' responses were used in the analyses. This finding is inconsistent with previous work in which interactive education yielded better learning outcomes than passive or lecture-based teachings ( 52 , 53 ), but these educational interventions were held in-person and targeted students in health-related fields, and not patients with a disability. Interestingly, a recent study investigating an online educational intervention for medical students revealed no difference between the active and passive groups in terms of learning gains and reported that students preferred information to be shared in a passive lecture-based format, instead of uncovering the information themselves in an active manner ( 54 ).…”

Section: Discussioncontrasting

confidence: 96%

An educational intervention to promote a culture of gender equity among persons with traumatic brain injury and caregivers: A pilot study

Hanafy

Quilico

Haag

et al. 2023

Front. Rehabil. Sci.

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BackgroundTraumatic brain injury (TBI) outcomes are dependent on patients' biological sex (e.g., hormone levels) and sociocultural gender (e.g., norms, responsibilities). Informal caregivers additionally experience disruptions to identity and roles post-TBI. However, information on this topic remains largely unavailable to patients and caregivers.PurposeThis study aimed to determine the effectiveness of a one-time educational intervention on sex and gender influences in TBI for patients and informal caregivers.Materials and methodsWe conducted a pilot pre-test/post-test randomized control-group design study. Groups (i.e., passive, active and control) consisted a total of 16 persons with TBI and caregivers (75% persons with TBI, 63% women). Individual and group learning gains, and group-average normalized gain, were computed for three learning domains: knowledge, attitude, and skill. An intervention with an average normalized gain of ≥30% was considered effective. Educational intervention evaluation and qualitative comments post-participation were summarized.ResultsThe passive group demonstrated the highest average normalized gain across the three learning domains, including 100% for knowledge, 40% and 61% for attitude, and 37% for skill. The remaining groups did not reach an average normalized gain of ≥30%, except for the attitude domain of the control group (33% and 32%). Two key categories were identified qualitatively: (1) gendered self-expectations post-injury and (2) implications of gender stereotypes in rehabilitation, including the need for rehabilitation treatment to look beyond sex and gender. The post-participation educational session evaluation conveyed high appraisal of content, organization, and usability of the intervention.ConclusionA one-time passive educational intervention on sex and gender in TBI may improve knowledge, attitude, and skill on the topic of sex and gender among adults with TBI and caregivers. Obtaining knowledge and skill on sex and gender effects in TBI can potentially help persons with TBI and caregivers adapt to changes in roles and behaviours post-injury.

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Section: Discussioncontrasting

confidence: 96%

An educational intervention to promote a culture of gender equity among persons with traumatic brain injury and caregivers: A pilot study

Hanafy

Quilico

Haag

et al. 2023

Front. Rehabil. Sci.

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“…Se opta por este estilo de Clase Magistral para iniciar la clase, ya que se recomienda como andamiaje del aprendizaje, sobre todo en la comprensión de conceptos y procedimientos difíciles (March, 2006), además, el desarrollar cada clase combinando estrategias activas y pasivas ha demostrado resultados positivos en cuanto a la aplicación práctica de conocimientos con acciones reflexivas (Gagné et al, 2021).…”

Section: Resultsunclassified

Índice de dificultad y aprendizaje activo en Educación 4.0 aplicada a formación universitaria

Labori

2023

Rev. Innova Educación

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El desarrollo de esta investigación tuvo por objeto conocer, mediante la utilización de una metodología basada en Educación 4.0, si dicho modelo permite el aumento del porcentaje de participación del alumnado con un índice de dificultad adecuado en las evaluaciones. Para ello, se utilizó un método mixto cuantitativo - cualitativo con un estudio de caso implementado en 138 estudiantes de la Universidad de Aconcagua (Chile) de septiembre 2022 a julio 2023. Los instrumentos para recoger la información fueron listas de cotejo de calificaciones y participaciones (pre y postest), así como una encuesta complementaria para el alumnado. Los resultados indican que el porcentaje de actividades completadas incrementó su media de 45,1% a 71,3% (p<0.001) con un indicador d de Cohen de 0,89 resaltando un tamaño del efecto mucho más grande que el típico; así mismo, el índice de dificultad en ambos casos se mantuvo en el rango de “dificultad adecuada” variando levemente de 0,639 a 0,621 con una percepción del alumnado que integra finalmente los resultados anteriores. Se concluye que los efectos de la aplicación de la Educación 4.0 son positivos al fomentar el aprendizaje activo y la implementación adecuada de desafíos para el logro de competencias del siglo XXI.

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“…The first section features passive learning (lecture‐based), while the second section features active learning (discussion‐based) 5 and focuses on the innovation and challenges of supporting higher learning objectives. The real‐time interactions that led to the brainstorming of students, potentially stimulating innovation, are well organized into each learning chapter after digital learning.…”

Section: Concepts and Methodsmentioning

confidence: 99%

Change and challenge: An online course in Medical Biochemistry and Molecular Biology

Zhong

Liu

Huang

et al. 2023

Biochem Molecular Bio Educ

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The development of information technology and portable devices has sparked a revolution in the field of education, facilitating access to diverse educational resources and lifelong learning. In particular, the COVID‐19 pandemic has accelerated the transition from face‐to‐face to distance teaching, which requires online education to be provided worldwide. Biochemistry and Molecular Biology are key basic medical courses in laboratory‐based science that cover complicated theories and applications. The balance between traditional and online courses, and the effectiveness of online courses, are fundamental to the teaching quality of Biochemistry and Molecular Biology. In this study, we explored the concepts, designs, and practices of a new blended online course and identified potential challenges. We hope that our experiences will provide new ideas for online teaching and promote teaching reform and the development of Medical Biochemistry and Molecular Biology education.

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Comparative educational outcomes of an active versus passive learning continuing professional development activity on self-management support for respiratory educators: A non-randomized controlled mixed-methods study

Cited by 5 publications

References 36 publications

An educational intervention to promote a culture of gender equity among persons with traumatic brain injury and caregivers: A pilot study

An educational intervention to promote a culture of gender equity among persons with traumatic brain injury and caregivers: A pilot study

Índice de dificultad y aprendizaje activo en Educación 4.0 aplicada a formación universitaria

Change and challenge: An online course in Medical Biochemistry and Molecular Biology

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