Evidence-based Learning Strategies Research Articles

Awareness and Implementation of Evidence-Based Learning Strategies Among STEM Faculty

Awareness and Implementation of Evidence-Based Learning Strategies Among STEM Faculty

Use of audio-visual aids and case studies to enhance understanding of family medicine among medical students.

Teaching family medicine to medical students is primarily intended to aid in their understanding of the distinctive and significant role that the speciality performs within the healthcare system. Improving medical students' comprehension of family medicine may have an impact on their decision to pursue family medicine as a speciality. It is important to use innovative evidence-based teaching and learning strategies and ensure that medical students receive extra learning opportunities in family medicine. This is a short report highlighting the use of audio-visual aids and case studies to enhance the understanding of family medicine principles among undergraduate medical students attending a private university in Ghana.Contribution:This short report offers family medicine teachers and educators at the undergraduate level an example of how to apply audio-visual aids and case studies to enhance the understanding of family medicine principles among students. The report contributes to the growth of family medicine as a speciality within the African context.

Learning Theories Versus Practice: How Do Internal Medicine Residents Study for Licensing Examinations?

The ability to recall relevant medical knowledge within clinical contexts is a critical aspect of effective and efficient patient diagnosis and management. The ever-growing and changing body of medical literature requires learners to develop effective life-long learning techniques. Learners can more successfully build their fund of knowledge and ability to retrieve it by using evidence-based learning strategies. Our objective was to evaluate the study habits of internal medicine (IM) residents at an academic institution to understand if they apply key learning strategies for the American Board of Internal Medicine (ABIM) exam preparation. We also briefly review various learning strategies that can be applied to IM residency curricula. A web-based survey consisting of 16 multiple-response questions on study habits was filled out by the IM residents in 2019 at Tufts Medical Center. Of the 75 residents invited to participate in the study, 69 responded (response rate = 92%). Of the responders, n=25 (36.2%) were post-graduate year (PGY)-1, n=20 (29.0%) were PGY-2, and n=24 (34.8%) were PGY-3 residents. More than half the residents (n=40, 58%) had Step 2 Clinical Knowledge (CK) scores > 250. Residents self-reported applying spaced learning (67%), interleaving (64%), retrieval (64%), and elaboration practices (46%) for exam preparation. There was a significant association between the Step 2 CK score and elaboration (p=0.017) technique but not with spaced learning, interleaving, or retrieval. The majority of residents felt not at all prepared (n=42, 60.9%) for the ABIM exam. Despite two years of clinical training, 33% of the third-year residents felt inadequately prepared for the board certification exam. Incorporating evidence-based learning strategies into their daily curriculummay help them better prepare for the ABIM exam.

Evidence-Based Learning Strategies in Medicine Using AI.

Large language models (LLMs), like ChatGPT, are transforming the landscape of medical education. They offer a vast range of applications, such as tutoring (personalized learning), patient simulation, generation of examination questions, and streamlined access to information. The rapid advancement of medical knowledge and the need for personalized learning underscore the relevance and timeliness of exploring innovative strategies for integrating artificial intelligence (AI) into medical education. In this paper, we propose coupling evidence-based learning strategies, such as active recall and memory cues, with AI to optimize learning. These strategies include the generation of tests, mnemonics, and visual cues.

Functional Frogs

Evolution by natural selection and adaptation are core concepts in biology that students must see and correctly understand their meaning. However, using these concepts in evidence-based learning strategies in the classroom is a difficult task. Here, we present a 5E lesson plan to address the Next Generation Science Standards performance expectation HS-LS4-4, to “construct an explanation based on evidence for how natural selection leads to adaptation of populations.” The Functional Frogs lesson provides multiple hands-on activities to engage students in the development of hypotheses, collection and analysis of empirical data on frog swimming, presentation of results, and construction of explanations supported by evidence for the results. The lesson’s central idea is for students to understand the trait values that provide an advantage in the aquatic environment, increasing a frog’s survival. The link between morphological changes and survival is used to explain how natural selection acts on populations, leading to adaptive evolution.

The Effectiveness of Spaced Learning, Interleaving, and Retrieval Practice in Radiology Education: A Systematic Review

PurposeRadiology is a highly complex field that requires mastery over an ever-expanding body of knowledge. Spaced learning, interleaving, and retrieval practice are evidence-based learning strategies that enhance long-term retention of information. The aim of this systematic review is to assess the effectiveness of these interventions in the setting of radiology education. MethodsThe authors searched MEDLINE, Embase, PsycInfo, ERIC, and forward and backward citations for studies published between database inception and February 19, 2023. Eligibility criteria for included studies were randomized and quasi-randomized controlled trials that investigated the impact of spaced, interleaved, or retrieval practice on knowledge retention of medical trainees after education related to medical imaging as assessed by postinterventional examination scores. ResultsOf 1,316 records reviewed, 8 studies met eligibility criteria. Two studies investigated spaced learning, two studies interleaving, and six studies retrieval practice, including two trials that evaluated interventions incorporating both spaced learning and retrieval practice. Five of eight studies reported statistically significant differences between interventional and control groups on either immediate or delayed postinterventional examinations. ConclusionsDespite extensive evidence in support of spaced, interleaved, and retrieval practice within the broader literature, few studies have examined the effectiveness of these strategies in radiology education. Additional trials are required to evaluate the usefulness of incorporating these techniques into educational programs related to medical imaging.

Using instructor-developed study resources to increase evidence-based learning strategies among medical students: A mixed-methods study

Purpose Applying effective learning strategies to address knowledge gaps is a critical skill for lifelong learning, yet prior studies demonstrate that medical students use ineffective study habits. Methods To address this issue, the authors created and integrated study resources aligned with evidence-based learning strategies into a medical school course. Pre-/post-course surveys measured changes in students’ knowledge and use of evidence-based learning strategies. Eleven in-depth interviews subsequently explored the impact of the learning resources on students’ study habits. Results Of 139 students, 43 and 66 completed the pre- and post-course surveys, respectively. Students’ knowledge of evidence-based learning strategies was unchanged; however, median time spent using flashcards (15% to 50%, p < .001) and questions (10% to 20%, p = .0067) increased while time spent creating lecture notes (20% to 0%, p = .003) and re-reading notes (10% to 0%, p = .009) decreased. In interviews, students described four ways their habits changed: increased use of active learning techniques, decreased time spent creating learning resources, reviewing content multiple times throughout the course, and increased use of study techniques synthesizing course content. Conclusion Incorporating evidence-based study resources into the course increased students’ use of effective learning techniques, suggesting this may be more effective than simply teaching about evidence-based learning.

Preparing next generation of nurses to care for disaster affected population: A call to action in nursing curriculum

Disasters can occur anywhere and without warning, requiring proactive action to reduce errors and save lives. Nurses are often the first responders during times of disasters who play a vital role in preserving life and sustaining all aspects of the health of the disaster-affected community. The inclusion of disaster education in the nursing curriculum is vital to prepare nurses who are competent, skillful and knowledgeable in providing quality care to disaster-affected communities. This paper underscores the role of the nursing curriculum and evidence-based teaching learning strategies in preparing the next generation of nurses in providing quality care to the vulnerable population affected by the disaster. Moreover, the paper presents the role of theory and didactic course/course content on disaster nursing, integration of interprofessional education in disaster nursing curriculum, clinical experience, simulation and mock disaster training, and participation in research specific to disaster nursing.

Using Evidence-Based Learning Strategies to Improve Medical Education

Medical education research has been adopting principles from psychology to improve student learning. Here is an overview and illustrative examples of six evidence-based learning strategies that have been thoroughly researched and validated in the psychology literature: spacing, interleaving, retrieval practice, elaboration, dual coding, and concrete examples. For each of these, their use within medical education and considerations that may influence efficacy are discussed. Medical education researchers should collaborate more with psychology researchers in transdisciplinary teams to better implement these strategies and more directly benefit from advances made in the psychology literature.

A Systematic Review of Evidence-Based High School Melanoma Prevention Curricula.

Incorporation of melanoma prevention behaviors into daily lifestyles is difficult. Data suggest that high school educational programs on skin cancer prevention can be successful and should incorporate evidence-based teaching and learning strategies to achieve greatest impact. The goal of this systematic review is to describe evidence-based educational practices for a high-school melanoma curriculum through a comprehensive review of the literature. Ovid MEDLINE, Embase, CINAHL, and PyscINFO were searched in June 2020 for all original articles published between June 18, 1946 and June 17, 2020. All studies that used an educational curriculum to promote sun safety, skin exams, and early detection to high school students were included. A total of 25 studies with 22,683 adolescent participants were analyzed. Sixteen studies showed a significant increase in knowledge, twenty-one studies showed changes in behavior, and fifteen studies showed significant changes in attitudes. Limitations of this review include the heterogeneity of implementation and outcome reporting of educational curricula. These findings support incorporating active learning strategies as key aspects of creating an effective curriculum aimed at the prevention and early detection of melanoma.

Student Perceptions on the Use of Flip in Higher Education: Learning Strategies and Classroom Community

Finding creative and effective ways to support student experiences and student learning in the classroom is an important goal for instructors, especially as remote and hybrid formats become more common and new, educational technologies are recommended. The current work involved the creation and implementation of a curricular innovation using Flip to encourage the use of evidence-based learning strategies and promote a sense of community in a college classroom. A survey was developed and administered as extra credit in a large Introduction to Psychology class in Spring 2021, with questions focused on examining student perceptions of using Flip in the classroom. Results revealed that students enjoyed using Flip for assignments, believed that Flip assignments helped their learning of class content, and recommended the instructor keeping using Flip in future semesters. The current work highlights the versatility and benefit of using Flip as an instructional tool in the classroom.

Becoming an inner ally: the compassionate minds approach to self-compassion - an online programme.

A rapidly growing body of evidence indicates the enormous psychological burden of working in health care on nurses and other health professionals that is resulting in high levels of psychological problems. These will have profound effects on individuals and long-term ramifications for healthcare systems. Effective interventions that can counter the adverse psychological effects of caring during the COVID-19 pandemic and beyond are urgently required. With this in mind, the authors have created an online self-compassion programme to advance the health and wellbeing of the nursing workforce through developing proactive evidence-based preventive teaching and learning strategies to promote compassion satisfaction and prevent compassion fatigue by improving self-compassion. The online programme is underpinned by compassionate minds theories and research.

Cooperative learning goes online: teaching and learning intervention in a digital environment impacts psychosocial outcomes in biology students

Identifying evidence-based teaching and learning strategies that can ease teacher challenges and mitigate student concerns in digital settings becomes increasingly important. In this intervention study we compared the effect of digital cooperative learning (CL) and digital lectures on a range of psychosocial outcomes, specifically students’ sense of belonging, science confidence, perceived generic skills, and loneliness, among a Norwegian sample of undergraduate biology students (n = 71). Employing a one-group pretest/posttest quasi-experimental design with a double pretest and follow-up, we found that students’ scores on psychosocial outcomes improved significantly following digital CL compared to digital lectures. Further, the effect sizes suggest that the effect of CL on psychosocial outcomes in digital settings is at least as substantial as in physical settings.

Recommendations for the design of interprofessional education: Findings from a narrative scoping review

Introduction: Evidence-based teaching and learning strategies should underpin any educational activity. This is particularly important for interprofessional education (IPE) activities, where there is an expectation that healthcare professions are taught using best available evidence. There is a research–practice gap that this review aims to address by using the current evidence to develop recommendations regarding optimal design components to better inform faculty who design IPE. Methods: A five-stage scoping review was conducted. Methodological characteristics and IPE design components of primary and review studies were extracted. Three important components of design—participants (level and stage of progression, discipline type and number, group size and ratios), learning constructs (theories, frameworks, learning objectives) and learning approaches (exchange, observation, action, simulation and practice)—were reviewed to develop recommendations regarding effective design. Results: A total of 41 papers were eligible for inclusion, 24 primary and 17 review studies. The primary studies were predominantly descriptive case studies with 31 disciplines involved in IPE activities across the studies. There was inconsistent reporting of learning constructs utilised in design, and the most reported learning approach was exchange. There was significant variability in the aims and design of the 17 review studies, ranging from systematic reviews to realist reviews, with the number of included studies ranging from six to 104. Conclusions: There was a lack of detailed reporting regarding design components, which limits the evidence base to inform IPE design. Reported components from the primary studies were augmented by findings from the review studies and the wider literature, which enabled the development of recommendations to assist faculty in the design of IPE programs and activities.

First-year medical students’ perceptions of a self-regulated learning-informed intervention: an exploratory study

BackgroundStudents with developed self-regulated learning (SRL) skills demonstrate an ability to set individualized educational goals, select optimal learning strategies for reaching these goals, and reflect on overall progress. The primary aims of this study were to investigate first-year medical students’ perceived utility of a self-regulated learning-informed intervention and to assess the impact of its implementation on students’ intended use of SRL throughout medical school.MethodsA two-part educational intervention focused on SRL skill development was carried out at Harvard Medical School during the start of the 2021 academic year. For the first component of the intervention, 169 first-year medical students engaged in an interactive class session structured around SRL concept videos, a brief lecture, small group discussions and individual reflection. Students completed pre- and post-intervention surveys which inquired about learners’ current and anticipated application of SRL skills. During the second component of the intervention, 15 first-year medical students participated in a set of one-on-one academic SRL coaching sessions. All coaching participants completed follow-up semi-structured interviews.ResultsA statistically significant increase was observed between students’ use of skills in all domains of self-regulated learning prior to the intervention and their anticipated use of these skills following the intervention. Prior to the intervention, 60.1% (n = 92) of students reported utilizing evidence-based learning strategies, compared to 92.8% (n = 142) of students (p < 0.001) who anticipated applying this SRL skills at the completion of the classroom session. Six core themes emerged from qualitative analysis of the post-intervention survey including learning plan development, accountability and progress tracking, goals for growth, engagement through active learning, routine reflection, and adapting to the curriculum.ConclusionsBoth classroom-based learning sessions and one-on-one academic coaching programs are feasible approaches for encouraging the use of self-regulated learning techniques in the preclinical setting.

Evaluating Pharmacy Faculty’s Awareness of Teaching and Learning Myths and Misconceptions

Objective. To assess pharmacy faculty's knowledge of prominent and prevalent teaching and learning myths and misconceptions and evidence-based strategies prior to training.Methods. Participants completed a baseline assessment containing 16 true-false knowledge questions about teaching and learning misconceptions (10) and myths (six), one open-ended application question, and four participant demographic questions including years of experience in pharmacy academia, the focus of their institution (teaching or research), the number of education meetings attended, and whether they had formal training in education. After completing the baseline assessment of the top 16 misconceptions and myths, faculty were trained on the top 10 evidence-based teaching and learning strategies. At session completion, faculty were provided the assessment answers and scored their original responses.Results. Results from the survey revealed that most responders (56%) had been in academics between one and 10 years and attended two to 10 education meetings (62%). The majority of participants worked at teaching-intensive universities (56%), and most had no formal training in teaching (65%). The average score on the assessment was 43% for the myths section versus 70% for the misconceptions section. Faculty participants were overconfident in their predictions (predicted=74%, actual=60%). Faculty demographics did not influence the assessment scores.Conclusion. Pharmacy faculty may not know which teaching and learning strategies are evidence based and which are myths or misconceptions. In addition, they are likely to be overconfident in their knowledge of this evidence. This provides opportunity for faculty development in these areas.

The Development of Leaders: Suggested Modules for Education

The development of leaders is critical for the education of all professionals and, particularly, those in the field of occupational therapy. Current accreditation standards offer a limited perspective on leadership, and educators should consider a more holistic viewpoint to leadership development, especially as many programs are moving to the doctoral level. The adult learning theory of andragogy in conjunction with social learning theory, experiential learning theory, and leadership theories can help guide educators’ creation of integrative learning opportunities. This paper proposes a framework for leadership education that promotes building leadership capacity through leadership skill, identity, and mindset formation. Suggested evidence-based learning strategies and assessment methods complement the leadership development framework.

Contemporary learning techniques for healthcare professionals: A narrative review

BackgroundAs medical knowledge continues to expand at an accelerated rate, healthcare professionals face a significant challenge in remaining up-to-date. The goal of this narrative review was to present evidence-based learning strategies that could aid postgraduate clinical education.DesignArticles were sought for using PubMed, Ovid, PsychINFO, ERIC databases and only included if relevant to the review objective.ResultsA total of 103 articles, chapters, and books were used to compose this narrative review. An additional 135 articles and chapters were examined in full for context. The review is divided into two sections: (1) strategies that can help foster a learning mind-set; and (2) high-yield practical tools that are effective in formal or informal learning domains.ConclusionIndividual learning is a cornerstone of clinical performance, which influences the quality of care that one can deliver. This review offers a comprehensive set of learning tools for individuals across a variety of settings.

Development of a Clinical Reasoning Learner Blueprint: A Guide for Teaching, Learning, and Assessment

Background and Purpose: Clinical reasoning (CR) is a foundational component of effective and innovative physical therapist practice. When considering the development of the CR process over time, a blueprint to guide both educators and students along the learner continuum is valuable to the teaching and learning process. This study describes the development of a learner blueprint for CR to guide educators in effective and evidence-based teaching, learning, and assessment strategies. Method/Model Description and Evaluation: A 4-phased process was used to develop the blueprint. Phase I (Critical literature review and content analysis): A literature search to identify articles relevant to the teaching, learning, and assessment of CR across the health professions was performed. Phase II (Creation of draft blueprint): Investigators reviewed all relevant articles, assigned them to a learner level, identified common themes and key concepts, and developed an overall summary statement of facilitation and assessment strategies. Phase III (Expert Analysis/validation and initial modification): Focus groups of content experts reviewed the blueprint for content, breadth, depth, and accuracy. Feedback from focus groups was used to inform initial modifications to the blueprint. Phase IV (Vetting of the blueprint with key stakeholders and final modifications): Key stakeholders including academic faculty, physical therapist students, physical therapist residents, and clinical instructors were recruited to review the blueprint for utility and applicability. Feedback from focus group data was used to inform a second round of blueprint modifications. Outcomes: After revisions based on the analysis of the stakeholder focus groups, a final blueprint was generated that represents linking learning theory with clinical practice expectations in describing teaching and learning strategies designed to facilitate and assess CR across the continuum of physical therapy education. Discussion and Conclusion: The CR learner blueprint can serve as a guide for educators to facilitate and assess CR across the educational continuum in both didactic and clinical environments. Further analysis and validation of the tool is needed.

Flipped Learning in Engineering Modules Is More Than Watching Videos: The Development of Personal and Professional Skills

The Accreditation Board for Engineering and Technology (ABET) has highlighted two key outcomes for students of all accredited engineering programs: the ability to communicate effectively with a range of audiences and the capacity to acquire and apply new knowledge as needed, using appropriate learning strategies. Likewise, in recent years, written exams, assignments, and oral presentations show transmission-skill deficiencies among engineering students. Flipped teaching serves to boost students to meet these outcomes and other competencies: comprehension reading, communication skills, character building, collaborative work, critical thinking, or creativity. So, flipped learning is more than watching videos. This research proposes two evidence-based transferable learning strategies built on a flipped-teaching model and was applied by the authors in engineering courses during the second year of the global pandemic caused by COVID-19: problem-based learning and teamwork assignments. The study comprised two phases. First, a systematic review of reports, writings, and exams delivered by students. It included some video-watching analytics to detect misuse. In the second stage, the authors ascertained trends of these outcomes. Student perceptions and other achievement indicators illustrate the possibilities for encouraging learners to achieve transmission, communication, and literacy outcomes. Results indicate that these learner-centered approaches may help students learn better, comprehend, apply, and transmit knowledge. But they require an institutional commitment to implementing proactive instruction techniques that emphasize the importance of student communication skills.