Literaturnachweis - Detailanzeige
Autor/inn/en | Sinnayah, Puspha; Rathner, Joseph A.; Loton, Daniel; Klein, Rudi; Hartley, Peter |
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Titel | A Combination of Active Learning Strategies Improves Student Academic Outcomes in First-Year Paramedic Bioscience |
Quelle | In: Advances in Physiology Education, 43 (2019) 2, S.233-240 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Sinnayah, Puspha) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1043-4046 |
DOI | 10.1152/advan.00199.2018 |
Schlagwörter | Active Learning; Learning Strategies; Academic Achievement; Outcomes of Education; Undergraduate Students; College Freshmen; Medicine; Allied Health Personnel; Biological Sciences; Introductory Courses; Foreign Countries; Australia |
Abstract | Bioscience is a foundational unit (subject) of undergraduate allied health degree programs, providing students the scientific basis underpinning their clinical practice. However, despite its significance, bioscience is a difficult academic hurdle for many students to master. The introduction of active learning strategies, including small team-based guided-inquiry learning approaches, has been shown to significantly reduce this hurdle and improve assessment outcomes for the learner. Guided team-based activities can aid in this approach by also building broader skills and capabilities, like teamwork and communication, as well as subject-specific knowledge and skills, thereby positively influencing student assessment outcomes. This paper details the redesign and evaluation of two first-year Bioscience for Paramedics units with the introduction of guided-inquiry learning, as well as other active learning strategies, and assesses their impact on student performance. Results indicate that active learning used within a classroom and in the large lecture theater setting improved students' grades with positive student perception of their learning experience. (As Provided). |
Anmerkungen | American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |