Effectiveness of various innovative learning methods in health science classrooms: a meta-analysis

Kalaian, Sema A.; Kasim, Rafa M.

doi:10.1007/s10459-017-9753-6

Cited by 55 publications

(40 citation statements)

References 27 publications

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“…For many years, learning in a group has been described as an effective learning method [23–25]. It has been shown that collaborative learning increases the learning success for cognitive and affective learning objectives, and increases the social competence of learners [26, 27].…”

Section: Introductionmentioning

confidence: 99%

Investigating the self-study phase of an inverted biochemistry classroom – collaborative dyadic learning makes the difference

et al. 2019

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Background The inverted classroom approach is characterized by a primary self-study phase for students followed by an on-site, face-to-face teaching phase that is used to deepen the prior acquired knowledge. Obviously, this teaching approach relies on the students preparing before the on-site phase, which in turn requires optimized preparatory material as well as defined working instructions. The major aim of this study, therefore, was to investigate the effect of different preparatory materials and working instructions for the self-study phase of an e-learning-based inverted classroom on the knowledge gained by medical students in biochemistry. Furthermore, we analyzed whether collaborative dyadic learning during the self-study phase is more effective than individual learning with respect to knowledge gain. Methods The study was performed in a biochemistry seminar for second semester medical students at Ulm University in Germany. This seminar was held using an e-learning-based inverted classroom. A total of 196 students were divided into three homogeneous study groups that differed in terms of the working material and instructions provided for the self-study phase. Knowledge gain was measured by formative tests at the beginning of the on-site phases. Questionnaires were also handed out asking about motivation, interest and learning time in the self-study phases. Results Students who were told to prepare in collaborating dyads during the self-study phase performed better in formative tests taken at the beginning of on-site phases than learners who were told to prepare individually. The study material that was provided was of minor importance for the differences in formative testing since almost all students prepared for the on-site phases. With the dyadic learning approach, both students benefited from this collaboration, characterized by a higher motivation and interest in the topic, as well as a longer time spent on task. Conclusion Our study provides strong evidence that the study material, but more importantly the instructions provided for the self-study phase, affect students` knowledge gain in an e-learning-based inverted classroom. The instructed collaboratively working group was the most successful. Electronic supplementary material The online version of this article (10.1186/s12909-019-1497-y) contains supplementary material, which is available to authorized users.

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Section: Introductionmentioning

confidence: 99%

Investigating the self-study phase of an inverted biochemistry classroom – collaborative dyadic learning makes the difference

et al. 2019

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“…Moreover, nursing students taking an online course may self-reportedly work harder, and feel more like part of a group, than peers taking a traditional face-to-face course, taught by the same educator (O'Neil & Fisher, 2008). However, such positive outcomes will only be obtained if educators have the required competences in digital collaborative learning (Mikkonen et al, 2019a;Kalaian & Kasim, 2017;Scardamalia & Bereiter, 2014).…”

Section: Introductionmentioning

confidence: 99%

Health and Social Care Educators’ Competence in Digital Collaborative Learning: A Cross-Sectional Survey

et al. 2020

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The ongoing change from traditional pedagogy to digital collaborative learning requires a new mode of teaching, learning, and educators’ responsibilities. For competence in digitally mediated teaching, educators need understanding of how to provide appropriate digital environment to learn collectively and individually. The aim of this study was to describe and explore health and social care educators’ perceptions of their current level of competence in digital collaborative learning and identify distinct educators’ profiles. Data were collected via cross-sectional survey from educators in 21 universities of applied science and eight vocational colleges in Finland using an instrument covering two subdimensions: educators’ competence in fostering construction of knowledge in digital collaborative learning, and supporting students in individualized collaborative learning. The data were analyzed by statistical methods. Three significantly differing clusters of educators’ profiles were identified, and a significant association between type of current work organization and their self-reported competence in digital collaborative learning was found. The vocational college educators rated their competence in fostering construction of knowledge in digital collaborative learning as significantly lower than higher education educators. There were also remarkable differences in competence in supporting students’ individual collaborative learning. To provide such support, sufficient competence in teaching in digital learning environment is essential, and our study highlights clear needs to enhance this competence.

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“…In alignment with the available literature for preclinical teaching modalities, we hypothesized that a given student would perform better than expected from probability alone when paired with a highperforming student. 13 We also suspected that majority of students would perceive pairing as affecting their evaluations.…”

Section: Introductionmentioning

confidence: 99%

Multiple Medical Students on a Clerkship Team: Do They Affect Each Others’ Grades?

Sharma

Chang

Miloslavsky

2020

Preprint

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Background Medical students are often paired together on clinical teams during their clerkships, but the effect of this practice on student performance is unknown. The primary objectives of this study were (1) to retrospectively assess whether students paired together on a medical team during their Internal Medicine sub-internship affected each other’s grade and (2) to survey medical students’ perceptions on the impact of pairing on their evaluations. Methods We examined clerkship grades of 186 student-pairs at 3 sub-internship hospital sites of Harvard Medical School from 2013-2017. To evaluate student perceptions we administered a survey to the graduating class of 2018. Results There was no significant deviation between the expected and observed distribution of student grades (p=0.39) among 186 student pairs, suggesting that pairing had no meaningful effect on the sub-internship grade. We also saw no effect when controlling for prior internal medicine clerkship performance (p=0.53). We then surveyed students in the 2018 graduating class assessing student perceptions on pairing. Of the 99 respondents (59% response rate), 90% and 87% of respondents felt that being paired affected their evaluations by resident and attending physicians, respectively. Conclusions Our analysis suggests that paired medical students do not meaningfully affect each others’ grades, despite the majority of surveyed students believing that being paired affects their evaluations. Awareness of student perceptions regarding pairing can inform clerkship structure and be utilized to address student concerns.

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Effectiveness of various innovative learning methods in health science classrooms: a meta-analysis

Cited by 55 publications

References 27 publications

Investigating the self-study phase of an inverted biochemistry classroom – collaborative dyadic learning makes the difference

Investigating the self-study phase of an inverted biochemistry classroom – collaborative dyadic learning makes the difference

Health and Social Care Educators’ Competence in Digital Collaborative Learning: A Cross-Sectional Survey

Multiple Medical Students on a Clerkship Team: Do They Affect Each Others’ Grades?

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