Developing Cognitive Skills through Active Learning: A Systematic Review of Health Care Professions

Autor/inn/en	Harris, Nicolette; Welch Bacon, Cailee E.
Titel	Developing Cognitive Skills through Active Learning: A Systematic Review of Health Care Professions
Quelle	In: Athletic Training Education Journal, 14 (2019) 2, S.135-148 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
Schlagwörter	Active Learning; Cognitive Ability; Retention (Psychology); Blended Learning; Problem Based Learning; Outcomes of Education; Teaching Methods; Health Services; Databases; Health Personnel; Self Esteem; Student Attitudes; Critical Thinking; Thinking Skills; Intervention; Evaluation Methods; Instructional Effectiveness; Skill Development; Teamwork; Computer Games; Case Method (Teaching Technique); Simulation; Meta Analysis + Suchen Sie Ihr Suchwort? Aktives Lernen; Denkfähigkeit; Merkfähigkeit; Problem-based learning; Problemorientiertes Lernen; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Health service; Gesundheitsdienst; Gesundheitswesen; Datenbank; Medizinisches Personal; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Kritisches Denken; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Computer game; Computerspiel; Computerspiele; Case method; Fallmethode; Simulation program; Simulationsprogramm; Meta-analysis; Metaanalyse
Abstract	Objective: To systematically review current literature to determine whether active learning is more successful than passive learning at producing cognitive skills in health care professions students. Data Sources: An electronic search was conducted in 4 databases: EBSCO-CINAHL, EBSCO-Sport Discus, Educational Resources Information Center, and PubMed. Search terms included: millennial AND health education, active learning AND knowledge retention, flipped classroom AND learning outcomes, problem based learning AND learning outcomes, problem based learning AND student confidence, active learning AND critical thinking, higher order thinking AND active learning. Study Selection: We included studies if they were published in English between 2007 and 2017 and evaluated outcomes of an active learning intervention. Studies of nonhealth care disciplines, practicing health care practitioners, or studies that did not address the primary research questions were excluded. Data Extraction: Study design, health care discipline, intervention used, assessment measures, outcome(s) measures, main results, and conclusions were extracted from each article, as appropriate. Data Synthesis: Articles were categorized based on capacity to answer 1 or both of the research questions. Conclusions were summarized according to the learning technique used and its effectiveness in regard to studied learning outcome. Out of 85 studies on lower-order cognition, 61 (72%) indicated active learning techniques were effective at achieving improved recall, understanding, and/or application of course material. Of 69 studies on higher-order cognition, 58 (84%) supported active learning over passive instruction for improving students' confidence in or performance of analytical, evaluative, and creative skills. Conclusions: Active learning produces gains to both lower- and higher-order cognition at levels equal to, and more often, greater than the use of passive learning methods. Despite this evidence, we believe more high-quality, well-designed prospective studies using validated assessment measures are needed to endorse the value of these methods in producing cognitive skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01