Using Technology to Promote Active and Social Learning Experiences in Health Professions Education

Elizabeth Ruckert, Paige McDonald, Marissa Birkmeier, Bryan Walker, Linda Cotton, Laurie Lyons, Howard Straker, Margaret Plack

Abstract


Time and space constraints, large class sizes, competition for clinical internships, and geographic separation between classroom and clinical rotations for student interaction with peers and faculty pose challenges for health professions educational programs. This article presents a model for effectively incorporating technology to overcome these challenges and enhance student engagement and interaction in traditionally face-to-face (FTF) health professions (physical therapy and physician assistant) curricula across learning environments (classroom to clinic). Four faculty members interested in redesigning a course or course unit(s) met with the IMPACT (Instructional Media and Programming to Advance Collaboration and Teaching) Initiative instructional design team. Instructional designers provided education, training, and support to faculty for increased use of technology within their course. Four exemplars using Blackboard, videos, VoiceThread®, and Twitter® are described. Themes and “lessons learned” were developed from each of the exemplars. A model emerged for integrating technology into health professions curricula with an emphasis on engaging students in active, realistic, and social learning environments. This model demonstrates how technology can be integrated successfully into traditionally FTF health professions curricula to support learning outcomes essential for practice.

Keywords


Blended learning, technology-enhanced learning, active learning, social learning, health professions education

Full Text:

PDF

References


Anderson, P. (2007). What is web 2.0? Ideas, technologies and implications for education. JISC Technology and Standards Watch, July 4, 2014.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Berwick, D.M., & Finkelstein J.A. (2010). Preparing medical students for the continual improvement of health and health care: Abraham Flexner and the new “public interest.” Academic Medicine, 85, 856-865.

Bloom, B.S.; Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay.

Clark, R.C., & Mayer, R.E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass.

Commission on Accreditation in Physical Therapy Education. (2014). 2012-2013 fact sheet: Physical therapist education programs. Alexandria, VA: Commission on Accreditation in Physical Therapy Education.

Dewey, J. (1938). Experience and education. New York: Simon & Schuster.

Downing, S.M., & Yudkowsky, R. (2009). Assessment in health professions education. New York: Routledge.

Garrison, D. R., Anderson, T., & Archer, W. (2003). A theory of critical inquiry in online distance education. In W. G. Moore, & T. Anderson (Eds.), Handbook of distance education (pp. 113-127). Mahwah: Erlbaum.

Garrison, D.R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95-105.

Gleason, B L., Peeters, M.J., Resman-Targoff, B.H., Karr, S., McBane, S., Kelley, K., Denetclaw, T.H. (2011). An active-learning strategies primer for achieving ability-based educational outcomes. American Journal of Pharmaceutical Education, 75(9), 186-198.

Greiner, A.C., Knebel, E. (Eds.). (2003). Health professionals education: A bridge to quality. Washington, D.C.: National Academies Press.

Illeris, K. (2003). Towards a contemporary and comprehensive theory of learning. International Journal of Lifelong Education, 22(4), 396-406.

Irby, D. M., Cooke, M., & O'Brien, B. C. (2010). Calls for reform of medical education by the Carnegie foundation for the advancement of teaching: 1910 and 2010. Academic Medicine, 85(2), 220-227.

Jensen, E. (1998). Introduction to brain-compatible learning. San Diego, CA: Brain Store.

Jensen, G.M., Gwyer, J., Shepard, K.F., & Hack, L.M. (2000). Expert practice in physical therapy. Physical Therapy, 80(1), 28-52.

Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs: Prentice-Hall.

Lage, M.J., & Platt, G. (2000). The internet and the inverted classroom. Journal of Economic Education, 31(1), 11.

Maloney, S., Storr, M., Morgan, P., & Ilic, D. (2013). The effect of student self-video of performance on clinical skill competency: A randomized controlled trial. Advances in Health Sciences Education, 18(1), 81-89.

Marrs, K.A., Novak, G. (2004). Just-in-time teaching in biology: creating an active learner classroom using the internet. Cell Biology Education, 3, 49-61.

Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769.

McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236-243.

Merriam S.B., Associates. Qualitative research in practice: Examples for discussion and analysis. San Francisco: Jossey-Bass, Inc.; 2002.

Michael, J. (2006). Where's the evidence that active-learning works? Advances in Physiology Education, 30(4), 159-167.

Moulton, C., Regehr, G., Lingard, L., Merritt, C., & MacRae, H. (2010). 'Slowing down when you should': Initiators and influences of the transition from the routine to the effortful. Journal of Gastrointestinal Surgery, 14(6), 1019-1026.

Plack, M. M., & Driscoll, M. (2011). Teaching and learning in physical therapy: From classroom to clinic. Thorofare, NJ: Slack.

Plack, M., & Santasier, A. (2004). Reflective practice: A model for facilitating critical thinking skills within an integrative case study classroom experience. Journal of Physical Therapy Education, 18(1), 4-12.

Prince, M. (2004). Does active-learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.

Rockinson-Szapkiw, A.J., & Szapkiw, M. (2011). Engaging higher education students through tweeting. Retrieved from http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1205&context=educ_fac_pubs

Ruckert, E., Plack, M.M., & Maring, J. (2014). A model for designing a geriatric physical therapy course grounded in educational principles and active-learning strategies. Journal of Physical Therapy Education, 28(2), 69-84.

Schön, D.A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.

Silberman, L., Auerbach, C. (2006). Active training : A handbook of techniques, designs, case examples, and tips. San Francisco, CA: Pfeiffer.

So, H., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318-336.




DOI: http://dx.doi.org/10.24059/olj.v18i4.515



Copyright (c)