Work station learning activities (WSLA) through the ICAP framework: a qualitative study

Abstract

Background Engaging, student-centered active learning activities, such as team-based learning (TBL) and laboratory practices, is beneficial to integrate knowledge, particularly in Medicine degree. Previously, we designed and implemented workstation learning activities (WSLA) inspired by TBL, which proved effective for learning requiring higher-order thinking skills. We now hypothesize that WSLA may also have the potential to be framed into a theoretical model that stratifies learning into interactive, constructive, active and passive modes (ICAP hypothesis). Methods An interpretive qualitative research study was conducted to evaluate this idea. Semi-structured interviews were conducted with students enrolled in health science programs after WSLA sessions, consisting of a series of activities accompanying a traditional lecture. Interviews were analyzed according to a deductive approach. Theoretical themes and subthemes driving the analysis were organized around the ICAP modes: passive, active, constructive, and interactive. An inductive approach was applied to provide additional insights. Results Students valued preparatory lectures as well as corresponding WSLA activities as highly motivating, especially for the ability to integrate concepts. Although previous research shows that not all activities require high levels of cognitive engagement, students appreciated the opportunity the WSLA provided to discuss and clarify concepts as a group. Furthermore, feedback from professors and peers was highly appreciated, and helped students to construct new knowledge. Conclusion In this work, by focusing in understanding the student’s experience, we have evaluated for the first time the WSLA approach in relation to the ICAP model. We found that not only the activity type determines the learning mode, but also the environment accompanying WSLA is a determining factor. Our findings can guide future development of the WSLA approach, which represents an interactive learning methodology with strong potential within the ICAP framework. Trial registration Not applicable.

Enhancing academic performance and student engagement in health education: insights from Work Station Learning Activities (WSLA)

“…Moreover, to gain further insights on the pedagogical model, we evaluated WSLA approach within the ICAP framework and found strong alignment [16]. The ICAP framework, introduced by Chi and Wylie [7], categorizes learning tasks based on the nature of student engagement.…”

Perceptions of co-teaching as a pedagogical approach to integrate basic and clinical sciences

“…Developing competencies in these two areas of medical practice requires students to actively learn integrating knowledge from different perspectives ( 8 ). Moreover, face-to-face interaction enables participants to construct, monitor, and to build shared knowledge ( 9 , 10 ).…”

Integrated laboratory classes to learn physiology in a psychology degree: impact on student learning and experience

“…Based on this approach, we have recently introduced workstation learning activities (WSLA) as an active methodology where the students organized in groups of 5-6 students rotate across different stations to work in an integrated manner the basic scientific aspects of a particular clinical case (González-Soltero et al, 2017). We demonstrated its effectiveness in more interactive and constructive knowledge for medical students (Sánchez et al, 2022). Such a framework may be particularly useful to teach practical aspects of Physiology to psychology students, as well.…”