Work station learning activities (WSLA) through the ICAP framework: a qualitative study

BMC Medical Education

卷:22

Research

Clara Azpeleta¹  Marta Lesmes²  Judit Sánchez²  Beatriz Gal³ 

[1] Facultad de Ciencias Biomédicas y de la Salud, Universidad Europea de Madrid, Madrid, Spain;

[2] Facultad de Ciencias Sociales y Educación, Universidad Europea de Madrid, Madrid, Spain;

[3] Facultad de Salud, Universidad Camilo Jose Cela, Madrid, Spain;

关键词: Active learning;    ICAP framework;    Medical education;    WSLA;   

DOI  :  10.1186/s12909-022-03794-w

 received in 2022-03-30, accepted in 2022-10-04,  发布年份 2022

来源: Springer

【 摘 要 】

BackgroundEngaging, student-centered active learning activities, such as team-based learning (TBL) and laboratory practices, is beneficial to integrate knowledge, particularly in Medicine degree. Previously, we designed and implemented workstation learning activities (WSLA) inspired by TBL, which proved effective for learning requiring higher-order thinking skills. We now hypothesize that WSLA may also have the potential to be framed into a theoretical model that stratifies learning into interactive, constructive, active and passive modes (ICAP hypothesis).MethodsAn interpretive qualitative research study was conducted to evaluate this idea. Semi-structured interviews were conducted with students enrolled in health science programs after WSLA sessions, consisting of a series of activities accompanying a traditional lecture. Interviews were analyzed according to a deductive approach. Theoretical themes and subthemes driving the analysis were organized around the ICAP modes: passive, active, constructive, and interactive. An inductive approach was applied to provide additional insights.ResultsStudents valued preparatory lectures as well as corresponding WSLA activities as highly motivating, especially for the ability to integrate concepts. Although previous research shows that not all activities require high levels of cognitive engagement, students appreciated the opportunity the WSLA provided to discuss and clarify concepts as a group. Furthermore, feedback from professors and peers was highly appreciated, and helped students to construct new knowledge.ConclusionIn this work, by focusing in understanding the student’s experience, we have evaluated for the first time the WSLA approach in relation to the ICAP model. We found that not only the activity type determines the learning mode, but also the environment accompanying WSLA is a determining factor. Our findings can guide future development of the WSLA approach, which represents an interactive learning methodology with strong potential within the ICAP framework.Trial registrationNot applicable.

【 授权许可】

CC BY   
© The Author(s) 2022