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Community-based, Experiential Learning for Second Year Neuroscience Undergraduates.

ABSTRACT: Service learning is becoming a keystone of the undergraduate learning experience. At Stonehill College, we implemented a service learning course, called a Learning Community, in Neuroscience. This course was created to complement the basic research available to Stonehill Neuroscience majors with experience in a more applied and "clinical" setting. The Neuroscience Learning Community is designed to promote a deep understanding of Neuroscience by combining traditional classroom instruction with clinical perspectives and real-life experiences. This Neuroscience Learning Community helps students translate abstract concepts within the context of neurodevelopment by providing students with contextual experience in a real-life, unscripted setting. The experiential learning outside of the classroom enabled students to participate in informed discussions in the classroom, especially with regard to neurodevelopmental disorders. We believe that all students taking this course gain an understanding of the importance of basic and applied Neuroscience as it relates to the individual and the community. Students also have used this concrete, learning-by-doing experience to make informed decisions about career paths and choice of major.

SUBMITTER: Yu HJ

PROVIDER: S-EPMC3852872 | biostudies-other | 2013

REPOSITORIES: biostudies-other

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Community-based, Experiential Learning for Second Year Neuroscience Undergraduates.

Yu Heather J HJ Ramos-Goyette Sharon S McCoy John G JG Tirrell Michael E ME

Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience 20131015 1

Service learning is becoming a keystone of the undergraduate learning experience. At Stonehill College, we implemented a service learning course, called a Learning Community, in Neuroscience. This course was created to complement the basic research available to Stonehill Neuroscience majors with experience in a more applied and "clinical" setting. The Neuroscience Learning Community is designed to promote a deep understanding of Neuroscience by combining traditional classroom instruction with cl ...[more]

PMID: 24319392

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Project description:BackgroundExperiential learning plays a critical role in learner development. Kolb's 4-part experiential learning model consists of concrete experience, reflective observation, abstract conceptualization, and active experimentation in a recurring cycle. Most clinical environments provide opportunities for experiences and active experimentation but rarely offer structured means for reflection and abstract conceptualization that are crucial for learners to learn through experience. We created Learning Moment, a novel Web-based educational tool that integrates principles of asynchronous learning and learning portfolios to fulfill the reflection and abstract conceptualization aspects of Kolb's learning cycle in the modern clinical learning environment. Medical students log concise clinical "pearls" in the form of "learning moments" for reflection, review, and sharing with peers in a community of practice.ObjectiveWe sought to evaluate learners' experiences with Learning Moment via a qualitative study.MethodsWe employed purposive sampling to recruit medical students who used Learning Moment during their rotation. We conducted 13 semistructured interviews (10 individual interviews and one 3-person group interview) between January and March 2017 using an ethnographic approach and utilized a general inductive method to analyze and code for potential themes.ResultsA total of 13 students (five in their third year of medical school and eight in their fourth year) voluntarily participated in our qualitative interviews. Five of the 13 (38%) students intended to pursue emergency medicine as their chosen field of specialty. The median number of "learning moments" logged by these students is 6. From our analysis, three key themes emerged relating to the perceived impact of Learning Moment on student learning: (1) logging "learning moments" enhanced memorization, (2) improved learning through reflection, and (3) sharing of knowledge and experiences in a community of practice.ConclusionsLearning Moment was successfully implemented into the educational infrastructure in our department. Students identified three mechanisms by which the application optimizes experiential learning, including enabling the logging of "learning moments" to promote memorization, encouraging reflection to facilitate learning, and fostering the sharing of knowledge and experiences within a community of practice. The Learning Moment concept is potentially scalable to other departments, disciplines, and institutions as we seek to optimize experiential learning ecosystems for all trainees.

Project description:BackgroundThe increasing number of vulnerable populations served by the emergency department (ED) calls for developing and implementing curricula aimed at training residents to deliver quality care for the most marginalized groups.ObjectiveWe aimed to address this by developing and piloting a curriculum to introduce the unique challenges and disparities encountered by our diverse ED patient population using an experiential learning approach.MethodsWe engaged community partners in designing and implementing a curriculum for incoming interns. This curriculum addresses specific populations encountered within the ED including patients with psychiatric illness, patients with cognitive disabilities, intoxicated patients, violent patients, patients of various cultural backgrounds, non-English-speaking patients, and LGBTQ patients. Experiential and active learning sessions with content experts and site visits to area organizations were arranged. Pre-, post-, and time-delayed surveys were deployed to evaluate the pilot of this curriculum.ResultsThirteen incoming interns participated in the orientation curriculum. Residents' comfort with each of these various patient populations as well as familiarity with community and ED resources was assessed before, after, and 1 year delayed from each session (response 13/13, 100%). Their scores increased significantly from baseline in the postsurvey and were maintained 1 year later (p < 0.05). Residents additionally provided narrative responses regarding what they learned and what was most helpful after completing their intern year.ConclusionsThis pilot curriculum demonstrates that implementing an experiential learning curriculum and engaging community leaders and resources is key to training residents to address health disparities within their unique ED patient population. As such, it is imperative that we seek to immersively introduce trainees to the unique needs of the patient population they will serve early in training.

Project description:Acute symptom onset is the most common problem in colorectal cancer surgery, and it is also the source of the most painful impact on patients’ lives. The second is the fear of cancer recurrence and complications, and psychological problems such as fear or depression are prone to occur. Studies have found that colorectal cancer is gradually suffering from complications and symptoms for six months, and even uncontrollable gas, leakage and incontinence, causing frequent occurrence of underwear. , The body and mind are severely impacted, and affect daily activities and quality of life. The problem of initial symptom management after colorectal cancer surgery is highly complex, and patients even have to self-manage diseases and symptoms in the face of physical and psychological adjustment. The provision and consultation of knowledge and information from nursing staff can prepare patients for discharge and meet their needs for knowledge and information, and can help patients achieve effective self-management capabilities.The foundation of health awareness emphasizes health knowledge. Health awareness is a more advanced knowledge achievement; it is the ability to make judgments and decisions in daily life related to health care, disease prevention and health promotion, and is the basic element of achieving self-management of health. Dietary knowledge is also a higher-level knowledge, which reflects dietary knowledge in behavior, food choices and criticism, and reflects on food choices and health decisions. Insufficient dietary knowledge will affect food choices, judgments and decisions, resulting in insufficient diet-related knowledge.Studies have confirmed that the health-related knowledge of cancer patients is significantly related to disease self-management. Only when patients understand their own diseases can they actively participate in self-health management. Nursing staff play a pivotal role in the care of patients with colorectal cancer. Through the knowledge transfer of nursing staff and guiding patients to take care of themselves, they can help improve postoperative dietary intake behaviors, thereby enhancing dietary awareness. Literature review of chronic disease self-management, nursing staff provide patients with sufficient relevant knowledge education, which can enhance patients’ self-efficacy and enhance disease self-management ability.

Dataset Information

Community-based, Experiential Learning for Second Year Neuroscience Undergraduates.

Publications

Community-based, Experiential Learning for Second Year Neuroscience Undergraduates.

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