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Quantitative and qualitative evaluation of a learning model based on workstation activities
BACKGROUND: Moving towards a horizontal and vertical integrated curriculum, Work-Station Learning Activities (WSLA) were designed and implemented as a new learning instrument. Here, we aim to evaluate whether and how this specific learning model affects academic performance. To better understand how...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7406050/ https://www.ncbi.nlm.nih.gov/pubmed/32756582 http://dx.doi.org/10.1371/journal.pone.0236940 |
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author | Sánchez, Judit Andreu-Vázquez, Cristina Lesmes, Marta García-Lecea, Marta Rodríguez-Martín, Iván Tutor, Antonio S. Gal, Beatriz |
author_facet | Sánchez, Judit Andreu-Vázquez, Cristina Lesmes, Marta García-Lecea, Marta Rodríguez-Martín, Iván Tutor, Antonio S. Gal, Beatriz |
author_sort | Sánchez, Judit |
collection | PubMed |
description | BACKGROUND: Moving towards a horizontal and vertical integrated curriculum, Work-Station Learning Activities (WSLA) were designed and implemented as a new learning instrument. Here, we aim to evaluate whether and how this specific learning model affects academic performance. To better understand how it is received by medical students, a mixed methods research study was conducted. METHODS: In the quantitative strand, two cohorts of first year students were compared: academic year 2015–2016 n = 320 with no exposure to WSLA, and academic year 2016–2017 n = 336 with WSLA. Learning objectives at different levels of Bloom’s taxonomy were identified and performance evaluated from multiple-choice questions. In the qualitative strand, a total of six students were purposely selected considering academic performance and motivation, and submitted to semistructured interviews. RESULTS: Performance at both cohorts for learning objectives at lower levels of Bloom’s taxonomy was similar (38.8 vs. 39.0%; p = 0.955). In contrast, students in the WSLA group outperformed significantly those not exposed for learning objectives involving upper levels (68.5 vs. 54.2%; p <0.001). A multivariate analysis confirmed that the probability of mastering the second (more complex) objective is 1.64 times higher in students with WSLA methodology (OR 95% CI, 1.15–2.34; p = 0.007) than with traditional methodology. In the interviews, students perceived the clinical scenario of WSLA as a motivator and recognized this methodology as a more constructive framework for understanding of complicated concepts. CONCLUSIONS: In summary, our mixed methods research supports WSLA as a strategy that promotes deep learning and has a positive impact on academic performance for learning objectives involving higher order thinking skills in medical curricula. |
format | Online Article Text |
id | pubmed-7406050 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-74060502020-08-13 Quantitative and qualitative evaluation of a learning model based on workstation activities Sánchez, Judit Andreu-Vázquez, Cristina Lesmes, Marta García-Lecea, Marta Rodríguez-Martín, Iván Tutor, Antonio S. Gal, Beatriz PLoS One Research Article BACKGROUND: Moving towards a horizontal and vertical integrated curriculum, Work-Station Learning Activities (WSLA) were designed and implemented as a new learning instrument. Here, we aim to evaluate whether and how this specific learning model affects academic performance. To better understand how it is received by medical students, a mixed methods research study was conducted. METHODS: In the quantitative strand, two cohorts of first year students were compared: academic year 2015–2016 n = 320 with no exposure to WSLA, and academic year 2016–2017 n = 336 with WSLA. Learning objectives at different levels of Bloom’s taxonomy were identified and performance evaluated from multiple-choice questions. In the qualitative strand, a total of six students were purposely selected considering academic performance and motivation, and submitted to semistructured interviews. RESULTS: Performance at both cohorts for learning objectives at lower levels of Bloom’s taxonomy was similar (38.8 vs. 39.0%; p = 0.955). In contrast, students in the WSLA group outperformed significantly those not exposed for learning objectives involving upper levels (68.5 vs. 54.2%; p <0.001). A multivariate analysis confirmed that the probability of mastering the second (more complex) objective is 1.64 times higher in students with WSLA methodology (OR 95% CI, 1.15–2.34; p = 0.007) than with traditional methodology. In the interviews, students perceived the clinical scenario of WSLA as a motivator and recognized this methodology as a more constructive framework for understanding of complicated concepts. CONCLUSIONS: In summary, our mixed methods research supports WSLA as a strategy that promotes deep learning and has a positive impact on academic performance for learning objectives involving higher order thinking skills in medical curricula. Public Library of Science 2020-08-05 /pmc/articles/PMC7406050/ /pubmed/32756582 http://dx.doi.org/10.1371/journal.pone.0236940 Text en © 2020 Sánchez et al http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Sánchez, Judit Andreu-Vázquez, Cristina Lesmes, Marta García-Lecea, Marta Rodríguez-Martín, Iván Tutor, Antonio S. Gal, Beatriz Quantitative and qualitative evaluation of a learning model based on workstation activities |
title | Quantitative and qualitative evaluation of a learning model based on workstation activities |
title_full | Quantitative and qualitative evaluation of a learning model based on workstation activities |
title_fullStr | Quantitative and qualitative evaluation of a learning model based on workstation activities |
title_full_unstemmed | Quantitative and qualitative evaluation of a learning model based on workstation activities |
title_short | Quantitative and qualitative evaluation of a learning model based on workstation activities |
title_sort | quantitative and qualitative evaluation of a learning model based on workstation activities |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7406050/ https://www.ncbi.nlm.nih.gov/pubmed/32756582 http://dx.doi.org/10.1371/journal.pone.0236940 |
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