Experiential education through project-based learning: Sex and aging

Juris, Jill; Weaver, Raven H.; Sonnier-Netto, Libbie; Few‐Demo, April L.

doi:10.1080/02701960.2019.1708349

Cited by 8 publications

(12 citation statements)

References 30 publications

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“…Through this research, teachers can find out the role of PBL in activating the main components in the learning process so that students are optimally involved during the learning process. The main aspect of a learning method that is used is in accordance with the theory that a good learning method is a learning method that is able to activate all the main components that encourage students to be optimally involved during the learning process (Naar et al, 2021;Ruiz-Rosa et al, 2021). Research findings show that teachers' views on PBL in general can increase student engagement optimally.…”

Section: Discussionmentioning

confidence: 84%

Untitled

2023

CJES

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This research is the contribution of project-based learning (PBL) to the learning process which only helps the teacher's task or has a significant contribution to the acquisition of student knowledge. The aim of the research is to investigate the effectiveness of PBL in involving students in the learning process, the contribution of PBL to authentic, iterative, collaborative, and student discipline learning. The research method used is factorial design analysis using structural equation models. The participants involved in this study were 250 teachers who used PBL in their learning process. This data was collected using a questionnaire to determine the role of PBL from the five aspects highlighted. This study uses the SEM-AMOS (Structural Equation Modelling) measurement model as the main statistic to analyse data and is based on confirmatory factor analysis. The findings show that all the main aspects of learning methods such as authentic, disciplined, collaborative, repetitive learning and student engagement are significantly correlated with PBL. Through these main aspects, PBL is able to involve students optimally in participating in the learning process. They can be more optimal in obtaining new knowledge and information in the learning process. So, in addition to optimizing student involvement in the learning process, PBL also facilitates students to optimally acquire knowledge in the learning process.

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Section: Discussionmentioning

confidence: 84%

Untitled

2023

CJES

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“…Sexuality and intimacy are often problematized amongst long-term care residents, particularly those with cognitive impairment [ 27 , 28 ]. Therefore, students’ ability to critically examine their own notions of this aspect of client care by practicing-in-context demonstrates the value of this program in supporting students’ development of their clinical boundaries.…”

Section: Resultsmentioning

confidence: 99%

Promoting Quality of Life in Advanced Dementia Care: Reading Buddies Program as Service-learning

Trudeau¹,

Gately²

2021

obm geriatr

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The Reading Buddies Program was developed as a service-learning component of an Occupational Therapy Practice with Older Adults course as a collaboration between Tufts University and the VA Bedford Health Care System. The purpose of this service-learning program was to challenge graduate students’ implicit biases and improve communication skills when working with older adults with significant cognitive impairments. Through this collaboration, occupational therapy students provided individualized, activity-based care to Veterans with advanced dementia. In this qualitative study, a total of 55 guided reflection papers submitted by students were analyzed using NVivo. Four major themes emerged: “I was a fish out of water,” “I finally took a risk,” “And then I thought, maybe I should give myself a little credit,” and, “I am still experimenting with how I feel,” illustrating student outcomes and perceived benefits of participation in the Reading Buddies Program. Each theme reflected the development of clinical reasoning which was the targeted impact. Outcomes confirm service-learning as an effective tool and suggest further use for academic programs, emphasizing the potential of creative partnerships to meet educational goals while providing valuable programming to vulnerable populations.

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“…The fact that the students felt their interest in pathology had increased due to the group work might reflect their feeling of relatedness in accordance with self-determination theory [26]. Other faculties have already successfully implemented project-based learning units [59][60][61][62]. Ommering et al [8] refer to Bandura's concept of self-efficacy, defined as an individual's belief in their own ability to accomplish a task, assuming that individuals are likely to engage in activities if they believe that they can succeed in these activities [63].…”

Section: Transition To Seminars/project Phasementioning

confidence: 95%

Design and Transition of an Emergency E-Learning Pathology Course for Medical Students—Evaluation of a Novel Course Concept

Holzmann‐Littig

Jedlicska

Wijnen-Meijer

et al. 2023

EJIHPE

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Background: Around the world, the emergency brought about by the COVID-19 pandemic forced medical schools to create numerous e-learning supplements to provide instruction during this crisis. The question now is to determine a way in which to capitalize on this momentum of digitization and harness the medical e-learning content created for the future. We have analyzed the transition of a pathology course to an emergency remote education online course and, in the second step, applied a flipped classroom approach including research skills training. Methods: In the summer semester of 2020, the pathology course at the Technical University of Munich was completely converted to an asynchronous online course. Its content was adapted in winter 2021 and incorporated into a flipped classroom concept in which research skills were taught at the same time. Results: Screencasts and lecture recordings were the most popular asynchronous teaching formats. Students reported developing a higher interest in pathology and research through group work. The amount of content was very challenging for some students. Conclusion: Flipped classroom formats are a viable option when using pre-existing content. We recommend checking such content for technical and didactic quality and optimizing it if necessary. Content on research skills can be combined very well with clinical teaching content.

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Experiential education through project-based learning: Sex and aging

Cited by 8 publications

References 30 publications

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Promoting Quality of Life in Advanced Dementia Care: Reading Buddies Program as Service-learning

Design and Transition of an Emergency E-Learning Pathology Course for Medical Students—Evaluation of a Novel Course Concept

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