Using Active Learning Strategies to Increase Understanding of Mental Health Concepts

Lee, Sandra S; McManaman-Bridges, Tracy

doi:10.3928/01484834-20190521-14

Cited by 3 publications

(3 citation statements)

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“…In the active learning, students are constantly interacting with the material and making a personal connection to the content. This helps them develop a stronger understanding of the material and apply it in the real-world and consequently, the students' performance on course assessments and exam scores was improved (Freeman et al, 2014;Lee & McManaman-Bridges, 2019;Powell et al, 2019). Active learning frequently requires students to make connections between new material and their current mental models, extending their concept.…”

Section: Resultsmentioning

confidence: 99%

Active Learning Strategies in the Environmental Engineering Course: A Case Study at Curtin University Malaysia

Hadibarata

Rubiyatno

2019

JPII

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The current teaching approach of the undergraduate subjects is very dependent on conventional methods, without any participation and contribution of the students during the learning process. Active learning refers to any approach to instruction in which all students are required to involve in the learning process. The purpose of the manuscript is to evaluate the application of active learning in teaching the compulsory course in the environmental engineering department, Curtin University Malaysia. Green engineering is a compulsory unit in 3rd year of Department of Environmental Engineering, that approach of the design, process, product and commercialization that following environmentally conscious attitude, principles and values combined with multidisciplinary engineering science to minimize pollutants and promote local and global sustainability. A simple approach that combining the classical lecture-presentation and active engagement of the students with the course materials through Problem-Based Learning, Interactive Class Learning and Project-Based Learning has been developed. Introducing the active learning to the students on solving any problems improve the students' ability in achieving the course outcome and thus the program outcome of the Department of Environmental Engineering, Curtin University Malaysia. The attainment of each assessment by the students and student evaluations indicated that the students' achievement, and retention of information have greatly improved. This can be judged by high student attendance and participation, high grades, and large student satisfaction.

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Section: Resultsmentioning

confidence: 99%

Active Learning Strategies in the Environmental Engineering Course: A Case Study at Curtin University Malaysia

Hadibarata

Rubiyatno

2019

JPII

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Section: Quantitative Perspectivesmentioning

confidence: 99%

“…An effort to improve the understanding of mental health concepts in baccalaureate nursing students introduced a number of active and self-directed learning methods-mental health scenario simulations aligned to classroom content and online, interactive case studies-into a curriculum (28). As a result, all the students completed the high-fidelity simulation checkoffs and achieved the clinical performance expectations, with 90% of them surpassing the minimum expectations for performance in mental health content (28). In the domain of resident education, one study sought to explore the effect of psychiatry resident-led review sessions in preparation for the Psychiatry Resident In-service Training Examination (PRITE exam) (29), a moderate predictor of the performance on the American Board of Psychiatry and Neurology (ABPN) Certification Examination in psychiatry.…”

Section: Quantitative Perspectivesmentioning

confidence: 99%

Active Learning in Psychiatry Education: Current Practices and Future Perspectives

et al. 2020

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Over the past few decades, medical education has seen increased interest in the use of active learning formats to engage learners and promote knowledge application over knowledge acquisition. The field of psychiatry, in particular, has pioneered a host of novel active learning paradigms. These have contributed to our understanding of the role of andragogy along the continuum of medical education, from undergraduate to continuing medical education. In an effort to frame the successes and failures of various attempts at integrating active learning into healthcare curricula, a group of educators from the A. B. Baker Section on Neurological Education from the American Academy of Neurology reviewed the state of the field in its partner field of medical neuroscience. Herein we provide a narrative review of the literature, outlining the basis for implementing active learning, the novel formats that have been used, and the lessons learned from qualitative and quantitative analysis of the research that has been done to date. While preparation time seems to present the greatest obstacle to acceptance from learners and educators, there is generally positive reception to the new educational formats. Additionally, most assessments of trainee performance have suggested non-inferiority (if not superiority). However, occasional mixed findings point to a need for better assessments of the type of learning that these new formats engender: knowledge application rather than acquisition. Moreover, this field is relatively nascent and, in order to ascertain how best to integrate active learning into psychiatry education, a framework for quantitative outcome assessments is needed going forward.

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Strengthening Capacity for Tailored Immunization Programs Using Adult Learning Principles: A Case Study from Nigeria

Obi-Jeff,

Oguntimehin,

Adejumo

et al. 2024

Glob Health Sci Pract

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Using Active Learning Strategies to Increase Understanding of Mental Health Concepts

Cited by 3 publications

References 1 publication

Active Learning Strategies in the Environmental Engineering Course: A Case Study at Curtin University Malaysia

Active Learning Strategies in the Environmental Engineering Course: A Case Study at Curtin University Malaysia

Active Learning in Psychiatry Education: Current Practices and Future Perspectives

Strengthening Capacity for Tailored Immunization Programs Using Adult Learning Principles: A Case Study from Nigeria

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