Outdoor Camps Experiential Learning Activities for Teamwork and Leadership among Medical Students

I, Juriza; Ruzanna, Z; Harlina, HS; Rohaizak, M; Zulkifli, Z; Ma, Fauzi; Radniwan, M; Razif, Mohd; Heikal, Mohd; Anisah, Nisfi; Nabishah, M; Lokman, Salma

doi:10.1016/j.sbspro.2011.05.091

Cited by 8 publications

(4 citation statements)

References 3 publications

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“…The second day takes the students far away from the university campus, to a location in the middle of the woods, where the outdoor pedagogical team training is conducted (module 4). Outdoor based team trainings have been suggested to be feasible and effective in supporting students in developing social competencies and giving students the opportunity to build relationships in an environment away from the daily university routine (42,43). Some pioneer studies have specifically investigated the implementation of outdoor based team building interventions for first year students.…”

Section: Contents Of the Onboarding Program "Healthy Study Start"mentioning

confidence: 99%

Pick the Freshmen Up for a “Healthy Study Start” Evaluation of a Health Promoting Onboarding Program for First Year Students at the Carinthia University of Applied Sciences, Austria

Limarutti

Maier²,

Mir

et al. 2021

Front. Public Health

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Introduction: Universities are an essential setting for creating health promoting environments. Evidence shows that university life can pose various threats to the students' health. Especially first year students are vulnerable to mental health issues. To support well-being and prevent psychological distress from the first day of studying, onboarding programs are needed to promote the students' health and their self- and social competencies. The study demonstrates a tailored multi-component onboarding intervention program named “Healthy Study Start.” An evaluation of the effectiveness is presented focusing on outcomes regarding the students' sense of coherence (S-SoC), social support, sympathy, the work-related collective and the participative safety (a sub-scale of the team climate) among freshmen at the Carinthia University of Applied Sciences (CUAS, Austria).Methods: For the analyses, a quantitative controlled study design was used and results were measured three times. The intervention group (n = 72) was composed of freshmen selected from the bachelor study programs Occupational Therapy, Speech and Language Therapy, Biomedical Science and Radiologic Technology. Freshmen from the bachelor study program Healthcare and Nursing formed the control group (n = 81). As the requirements for analyses of variance were not fulfilled, the data had to be analyzed using e.g., Mann-Whitney U-tests.Results: Significant changes (all p < 0.016) between the two groups were found between T0/T1, and between T0/T2. Furthermore, changes within the intervention group (all p < 0.016) emerged in nearly all outcomes between T0/T1, while within the control group no changes were identified. However, the intervention group had statistically significantly higher values in the majority of outcomes at T1 and T2 compared to the control group.Conclusion: The onboarding program “Healthy Study Start” shows how an initiative at the beginning of their studies can support students in entering a new phase of their lives. The results indicate a positive effect on the students' self- and social competencies. However, students' health promotion is not only an investment for a health conscious university or an enhanced employability. Especially in health-related fields of study, students are future multipliers and play an essential role in implementing health promotion concepts for clients, patients and employees.

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Section: Contents Of the Onboarding Program "Healthy Study Start"mentioning

confidence: 99%

Pick the Freshmen Up for a “Healthy Study Start” Evaluation of a Health Promoting Onboarding Program for First Year Students at the Carinthia University of Applied Sciences, Austria

Limarutti

Maier²,

Mir

et al. 2021

Front. Public Health

View full text Add to dashboard Cite

show abstract

“…Post questionnaire was given after activity. In general, there is a change of perception before and after the activity (Juriza et al, 2011). Anderson (2014) notes that the PBA is seen as an ideal educational tool for selfdevelopment in many aspects.…”

Section: The Benefits Of Ablmentioning

confidence: 99%

Adventure Learning in Basics Statistics: Impact on Students Critical Thinking

Setambah¹,

Tajudin²,

Aslamiah³

et al. 2019

INT J INSTRUCTION

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Malaysia Ministry of Education has put critical thinking skills elements into one of the six aspirations that pupils need to achieve. This was a turning point that teaching methods should be transformed. Therefore, innovation of teaching methods needs to be done. One of the strategies suggested is adventure-based learning (ABL). The main objective of this study is to examine the impact of ABL methods in the teaching of Basic Statistics on critical thinking skills. This study uses a quantitative approach with quasi experimental pre and post design. Only one group of students is formed. The study was based on the cluster sampling method and involving the semester two students of the Preparation Programme of Teaching Bachelor (PPTB). Instruments used are modules of adventure-based teaching methods and critical thinking skills tests. The findings of this study are to prove that this adventure-based learning can be used as an alternative method to assist the lecturers of the Teacher Education Institute to produce credible graduates. It helps lecturers apply the 21st century learning method in their teaching and learning.

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“…At the same time, the questionnaire post is given after the activity. In general, there is a change in perception before and after the activity is carried out (Juriza et al, 2011). Anderson (2014) states that ABL is an appropriate educational tool for self-development in various aspects.…”

Section: Literature Reviewmentioning

confidence: 99%

3 in 1 Effect When Using Adventure Based Learning Approach in Basic Statistics Class

Setambah,

Rajoo,

Othman

et al. 2023

JHETP

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This research aims to study the effect of adventure-based learning on students’ basic statistics achievement, critical thinking, and leadership skills. The quasi-experimental method was used in this study through quantitative research design. The sample consisted of 30 year 1 students of one of the Teacher Education Institutes. The institute itself determined this group of students. They are in the context of an intact group. The data were analyzed inferentially by using MANOVA. The results of the MANOVA test analysis showed that there was a significant difference in the mean post-test between groups for the achievement of Basic Statistics and leadership skills. At the same time, test analysis showed insignificant results for critical thinking skills. Thus, there was no significant difference in the mean post-test of critical thinking skills between the treatment group and the control group. There is a significant difference in the mean of the second post test between groups for basic statistics achievement and critical thinking. While test analysis showed insignificant results for leadership skills.

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Outdoor Camps Experiential Learning Activities for Teamwork and Leadership among Medical Students

Cited by 8 publications

References 3 publications

Pick the Freshmen Up for a “Healthy Study Start” Evaluation of a Health Promoting Onboarding Program for First Year Students at the Carinthia University of Applied Sciences, Austria

Pick the Freshmen Up for a “Healthy Study Start” Evaluation of a Health Promoting Onboarding Program for First Year Students at the Carinthia University of Applied Sciences, Austria

Adventure Learning in Basics Statistics: Impact on Students Critical Thinking

3 in 1 Effect When Using Adventure Based Learning Approach in Basic Statistics Class

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