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The collaborative learning development exercise (CLeD-EX): an educational instrument to promote key collaborative learning behaviours in medical students.

ABSTRACT: BACKGROUND:Modern clinical practice increasingly relies on collaborative and team-based approaches to care. Regulatory bodies in medical education emphasise the need to develop collaboration and teamwork competencies and highlight the need to do so from an early stage of medical training. In undergraduate medical education, the focus is usually on collaborative learning, associated with feedback and reflection on this learning This article describes a novel educational instrument, the Collaborative Learning Development Exercise (CLeD-EX), which aims to foster the development of key collaborative learning competencies in medical students. In this article we report on the effectiveness, feasibility and educational impact of the CLeD-EX. METHODS:In this study, the "educational design research" framework was used to develop, implement and evaluate the CLeD-EX. This involved adopting a systematic approach towards designing a creative and innovative instrument which would help solve a real-world challenge in developing collaborative learning skills. The systematic approach involved a qualitative exploration of key collaborative learning behaviours which are influential in effective collaborative learning contexts. The identified competencies were employed in the design of the CLeD-EX. The design of the CLeD-EX included features to facilitate structured feedback by tutors to students, complemented by self-evaluation and reflection. The CLeD-EX was field-tested with volunteer junior medical students, using a controlled pre-test post-test design. Analysis of the completed CLeD-EX forms, self-perception surveys (i.e. pre-test and post-test surveys) and analyses of reflective reports were used to explore the educational impact of CLeD-EX, as well as its utility and practicality. RESULTS:After using the CLeD-EX, students showed a significant improvement in critical thinking and group process as measured by a previously validated instrument. Both students and tutors recognised CLeD-EX as an effective instrument, especially as a structured basis for giving and receiving feedback and for completing the feedback loop. CLeD-EX was also found to be feasible, practical and focused, while promoting learning and effective interactions in small group learning. CONCLUSION:The findings of this study support the introduction of an effective and feasible educational instrument such as the CLeD-EX, to facilitate the development of students' skills in collaborative learning.

SUBMITTER: Pervaz Iqbal M

PROVIDER: S-EPMC7052979 | biostudies-literature | 2020 Mar

REPOSITORIES: biostudies-literature

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The collaborative learning development exercise (CLeD-EX): an educational instrument to promote key collaborative learning behaviours in medical students.

Pervaz Iqbal Maha M Velan Gary M GM O'Sullivan Anthony J AJ Balasooriya Chinthaka C

BMC medical education 20200302 1

<h4>Background</h4>Modern clinical practice increasingly relies on collaborative and team-based approaches to care. Regulatory bodies in medical education emphasise the need to develop collaboration and teamwork competencies and highlight the need to do so from an early stage of medical training. In undergraduate medical education, the focus is usually on collaborative learning, associated with feedback and reflection on this learning This article describes a novel educational instrument, the Co ...[more]

PMID: 32122344

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Project description:AimsThe aim of this study was to explore the relationship between the application of learning strategies and the emergence of higher-order learning behaviours among medical students in Chinese provincial undergraduate colleges, while also examining the impact of social demographic variables on the development of higher-order learning behaviours and learning strategy preferences.MethodologyWe conducted a relevant cross-sectional study using the Chinese College Student Survey (CCSS) online questionnaire to evaluate higher-order learning behaviours and learning strategies in medical undergraduate students attending provincial colleges in China. A total of 992 valid questionnaires were collected and analysed using SPSS 22.0 (SPSS Inc., Chicago, IL). We performed statistical analysis using one-sample t-tests to compare the results with the national norm score for medical subjects in undergraduate colleges. We also conducted variance analysis and regression analysis.ResultsThe study found that the average scores for higher-order learning behaviours, enquiry-based learning and receptive learning behaviour among medical undergraduate students in provincial colleges were higher than the national norm score for medical subjects, indicating a positive trend. However, the average scores for other indicators were lower than the national norm score. The utilization of learning strategies and the development of higher-order learning behaviours among students were affected by various factors such as grade and gender. The study suggests that the preference for certain learning strategies, such as enquiry-based, receptive, integrative and collaborative, can have a significant impact on the emergence of higher-order learning behaviours.ConclusionsThe study has demonstrated a positive correlation between the utilization of learning strategies and the development of higher-order learning behaviours. This relationship has been observed in medical students attending provincial undergraduate colleges, where the adoption of enquiry-based, receptive, integrative and collaborative learning strategies has been found to significantly influence the emergence of higher-order learning behaviours.KEY MESSAGESThe implementation of learning strategies among medical students in provincial undergraduate colleges in China has a significant impact on high-level learning behaviours.The impact of high-level learning behaviours is reliant on comprehensive support from four distinct learning strategies: receptive learning, inquiry-based learning, comprehensive learning and collaborative learning.One of the most impactful learning strategies is receptive learning, particularly on high-order learning behaviours. On the other hand, reflective learning does not seem to have a significant effect.Changes in grades can significantly impact higher-order learning behaviours and affect the propensity for reflective and collaborative learning strategies.Females generally exhibit a greater preference for receptive learning strategies, while males tend to exhibit a greater preference for inquiry-based learning strategies.

Project description:The educational use of daily-life contexts is considered a valuable strategy to promote meaningful science learning, since it facilitates the establishment of connections between previous knowledge, personal interests, and new learning. The aim of this work is to provide evidence to support the presence of gardens at educational centers, by assessing key science topics whose learning is promoted at the pre-school, primary, secondary, and university stages. To this end, we analyzed the paired graphic representations of "a garden" that students drew both before and after their participation in a garden-based learning program. Firstly, we obtained the frequency of appearance of every represented element, and afterward characterized the level of change between paired graphic representations. Sample size was of 24-19-25-29 pairs per stage, respectively. Across all stages, an overall improvement in students' graphic expression was observed, which can be attributed to their experience in the space. At the pre-school stage, the garden favored the establishment of some simple cause-effect relationships which were consolidated at the primary stage, and provided a climate of motivation and affectivity that was evident in the final drawings, given the enormous quantity of details represented, the level of the finished product, and the careful combination and variety of colors. The presence of elements related to water notably increased in final graphic representations from pre-school, primary, and secondary education, thus evidencing that the use of gardens facilitates an approach to responsible water management. At the university stage, students initially demonstrated good knowledge of conventional agriculture, while the gardening experience -which was based on permaculture practices- helped evolve their ideas toward an alternative model of cultivation. The most prevalent science learning across all stages was related to plant knowledge, particularly to their anatomical traits and diversity. Finally, the role of educational gardens as models for students was evidenced, which suggests the importance of teachers and institutions carefully considering which model to offer. Overall, our results support the legitimacy of incorporating gardens to educational centers, particularly for promoting contact with live plants and plant knowledge, and potentially for promoting contact with garden fauna and activities oriented toward learning about it.

Dataset Information

The collaborative learning development exercise (CLeD-EX): an educational instrument to promote key collaborative learning behaviours in medical students.

Publications

The collaborative learning development exercise (CLeD-EX): an educational instrument to promote key collaborative learning behaviours in medical students.

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