Improving a newly adapted teaching and learning approach: Collaborative Learning Cases using an action research
| Autor: | Lee, Shuh Shing, Hooi, Shing Chuan, Pan, Terry, Fong, Chong Hui Ann, Samarasekera, Dujeepa D. |
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| Rok vydání: | 2018 |
| Předmět: |
Technology
Students Medical Computer science Pilot Projects lcsh:Education (General) Education Likert scale Surveys and Questionnaires 0502 economics and business ComputingMilieux_COMPUTERSANDEDUCATION Humans Learning Time management Cooperative Behavior Program Development Action research Students Curriculum Original Research lcsh:R5-920 Class (computer programming) Medical education Teaching Learning environment 05 social sciences Meaningful use 050301 education Collaborative learning Problem-Based Learning Faculty Quality Improvement Interdisciplinary Placement Health Services Research lcsh:L7-991 lcsh:Medicine (General) 0503 education 050203 business & management Education Medical Undergraduate Program Evaluation |
| Zdroj: | Korean Journal of Medical Education, Vol 30, Iss 4, Pp 295-308 (2018) Korean Journal of Medical Education |
| ISSN: | 2005-7288 2005-727X |
| DOI: | 10.3946/kjme.2018.104 |
| Popis: | Purpose Although medical curricula are now better structured for integration of biomedical sciences and clinical training, most teaching and learning activities still follow the older teacher-centric discipline-specific formats. A newer pedagogical approach, known as Collaborative Learning Cases (CLCs), was adopted in the medical school to facilitate integration and collaborative learning. Before incorporating CLCs into the curriculum of year 1 students, two pilot runs using the action research method was carried out to improve the design of CLCs. Methods We employed the four-phase Kemmis and McTaggart's action research spiral in two cycles to improve the design of CLCs. A class of 300 first-year medical students (for both cycles), 11 tutors (first cycle), and 16 tutors (second cycle) were involved in this research. Data was collected using the 5-points Likert scale survey, open-ended questionnaire, and observation. Results From the data collected, we learned that more effort was required to train the tutors to understand the principles of CLCs and their role in the CLCs sessions. Although action research enables the faculty to improve the design of CLCs, finding the right technology tools to support collaboration and enhance learning during the CLCs remains a challenge. Conclusion The two cycles of action research was effective in helping us design a better learning environment during the CLCs by clarifying tutors' roles, improving group and time management, and meaningful use of technology. |
| Databáze: | OpenAIRE |
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