Experiential Learning Module Research Articles

"Life with Diabetes": A Pilot Study on an Experiential Continuous Glucose Monitoring Curriculum for Resident Physicians.

The use of technology in diabetes mellitus (DM) management has been growing. The indications and coverage for continuous glucose monitoring (CGM) have increased. Primary care (PC) clinics, including resident continuity clinics, are the frontline for DM management; however, they struggle to adopt CGM. To implement a CGM curriculum to resident physicians to improve knowledge and confidence. An internal medicine (IM) resident PC clinic in an urban academic medical institution. Twenty-four IM residents. We designed a curriculum that included a lecture about CGM indications, interpretation, ordering, and insurance consideration; and a voluntary, experiential learning module in which the residents wore a CGM. We conducted a retrospective pre-post survey with a 4-point Likert scale. Average self-reported scores in knowledge increased for CGM (1) indications from 1.85 to 3.45, (2) ordering from 1.35 to 3.05, (3) functioning from 2.20 to 3.50, and (4) data interpretation from 1.85 to 3.25 (all p < 0.0001). Confidence for "describing CGM monitoring" and "fielding questions about CGM" increased from 2.25 to 3.65 (p < 0.0001) and 1.90 to 3.30 (p < 0.0001). Given the demand for DM management in the PC setting, this targeted CGM curriculum has promise to help residents adopt CGM into their practice.

The effectiveness of experiential learning modules in increasing problem-solving ability of new employees

This research aims to know the effectiveness of experiential learning modules in increasing Problem solving ability of new fresh graduate employee in SDIT Assisi and Sari Asih Hospital. This study employed a quasi-experimental research design that Pre-Post test Control Group Design was utilized in this study's experiment, in which two classes—treatment and control class—were used. Data collection techniques included pre and post-test, observation, and documentation. The results of research on training using EL module show that pre and post-test results obtain a sig. value of 0.056 0.05 confidence level, indicating that there is no significant difference in problem-solving ability of fresh graduates using EL module afterward. Meanwhile, the results of pre and post-test in the control and treatment class obtained results with a Sig. value of 0.094 0.05 confidence level. Therefore, it can be concluded that there is no significant difference in problem-solving ability of fresh graduate employees between training used EL modules and those that didn’t use EL modules.

Role of Experiential Learning Program on Business Writing Skills of Management Students

Purpose: Writing has been identified as an important skill. Business writing refers to the form of writing that is used to communicate in formal settings in various corporations and organizations. A number of research studies have identified writing as a crucial skill that needs to be developed by students. The purpose of the study is therefore to understand how an experiential learning module on business writing can improve the email-writing and report-writing skills of management postgraduates. Design/Methodology/Approach: The study uses an experimental research methodology based on experiential learning pedagogy to obtain the results of the intervention on the business writing skills of the management postgraduate students. The module was developed by the researcher and then was taught to the students through the online platform Zoom. Pretest, posttest, and delayed posttest analysis was conducted to find the impact of the intervention. The students were evaluated by an industry expert to avoid bias as they were trained by the researcher. Findings: The results of the study indicated that the intervention had a significant impact on the business writing skills of the participants. The results of the component analysis also indicated a large effect on the content, persuasive abilities, lateral thinking abilities, and the interpersonal skills of the participants in written communication. The analysis of the test scores revealed that an initial training based on the experiential learning methods can have a long-term impact on the improvement of the skills of the students, as the delayed posttest results were more than the posttest results. Originality/value: The study will be beneficial to educators, trainers, as well as students in understanding how experiential learning can impact the business writing skills of the students.

Pivoting an Entrepreneurship Experiential Learning Module Online: Applying a Concrete Experience Framework

Experiential learning has gained in popularity over the past 20 years in many fields and in entrepreneurship education in particular, where many educators posit that it is essential. Delivery of experiential learning activities and courses became extremely difficult and nearly impossible in some countries during the COVID-19 pandemic due to government imposed lockdowns and restrictions, forcing educational institutions to adapt and many opted to move their teaching online. How these changes impacted positively or negatively on experiential learning and students’ ability to adapt and learn has yet to be fully understood. This paper introduces a concrete experience framework and describes how it was applied to the process of pivoting an MBA experiential learning module online. It contributes by demonstrating how educators can adopt the framework in their efforts to adapt or create online courses that aim to deliver experiential learning.

Experiential Learning Module and the Science Process Skills of Grade 8 Students

This study introduced the experiential learning cycle incorporated into a learning module to improve students’ science process skills. The developmental research design was used to attain the study’s objectives- to create a learning module that would develop students’ science process skills; to determine the student’s level of acceptability of the effectiveness of the learning module and the science process skills which includes basic, experimental and causal; to determine the relationship between the student’s level of acceptability of the learning module and the science process skills of 79 grade 8 students enrolled in Lutucan Integrated National High School and to determine if there is a significant difference in students’ pretest and posttest scores after the utilization of the learning module. The respondents were selected in a cluster-random technique. The researcher developed a learning module based on the experiential learning cycle which was validated and evaluated by 10 expert respondents using the Department of Education (DepEd) issued DepEd Order No. 001, s. 2021 entitled “Guidelines on the Evaluation of Self-Learning Modules (SLMs) for Quarter 3 and 4 for School Year (SY) 2020-2021”. The researcher administered a survey questionnaire that adopted the ACAS Model. Based on the results from the researcher-made survey questionnaire, the level of acceptability of the students to the learning module in terms of acceptability, comprehensibility, attractiveness, and self-involvement are significantly related to their science process skills. Hence the students’ science process skills mastery may lead to better performance in science when applied to the learning module. Moreover, there is a significant difference between the pretest and posttest scores of the students after utilizing the learning module. These results suggest that incorporating an experiential learning cycle into a learning material improved their science process skills. Therefore, incorporating the experiential learning cycle in the learning material develops and increases the students’ mastery of science process skills. Keywords: experiential learning cycle, learning module, science process skills

Wheelchair Training as a Way to Enhance Experiential Learning Modules for Urban Planning Students: A Mixed-Method Evaluation Study

ABSTRACT This study assessed the effectiveness of a learning module we developed for planning students aimed to enhance their understanding for design issues in public spaces faced by wheelchair users. The module involves training of students to effectively navigate the environment in a wheelchair before they experience the real outdoor spaces. Through this evaluation study, we also attempted to add clarity to the problems observed from empirical studies about these ‘try-it-yourself’ exercises, such as potential stigmatisation and ableism. We employed a mixed-method study approach consisting of wheelchair skill tests, ‘walkabout’ audits, and a focus group, with 28 second-year undergraduate urban planning students. The cross-over design of the study involving two components of the module – (wheelchair) Skill Learning Experience (SLE) and Real-World Experience (RWE) – allowed us to assess the effect of the former on the performance of the latter and the module overall. The focus group also asked students’ perspectives about the module. Our findings suggest that the wheelchair skills training component likely contributed to a more nuanced and comprehensive understanding of design problems, while also fostering respect for wheelchair users. We believe that careful implementation is key to addressing potential negative consequences while optimising the benefit of experiential exercises.

DEVELOPMENT OF EXPERIENTIAL LEARNING-BASED LEARNING MODULE TO IMPROVE CREATIVE THINKING ABILITY IN WRITING FREE POETRY CLASS IV OF STATE ELEMENTARY SCHOOL 166492, TEBING TINGGI CITY

This study aims to describe the level of feasibility and effectiveness of developing experiential learning-based learning modules in improving students creative thinking skills in writing free poetry. This research was conducted at the 166492 public elementary school, Tanjung Marulak Village, Tebingtinggi City, North Sumatra Province. The subjects of this study were all fourth grade students of State Elementary School 166492 Tebingtinggi City for the 2020/2021 academic year, totaling 50 students. This research method is Borg &amp; Gall development research. The results showed (1) Based on the results of the validity of material experts 85.42%, design experts 94.23%, and linguists 94, 44%. From the results of the validation of the developed module, the module is included in the very good criteria and is declared valid and feasible to use; (2) The experiential learning-based learning module is categorized as practical because the module resulting from the students responses from trial I and trial II has increased; and (3) Based on the research results, the experiential learning-based learning module is said to be effective in learning with the assumption that students Indonesian values are higher when using the module.

How to Design Experiential Learning Resources for Independent Learning

Key components of any experiential learning module are the resources students use to learn. These typically include laboratory equipment, handouts, and instructional material in the form of videos or standard operating procedures (SOPs). Their design and implementation require careful thought to ensure that students learn in an effective and meaningful way. From our own experience in the undergraduate teaching laboratory and from a variety of literature sources, we have identified five design principles that educators should consider and integrate into their resource development workflows: safety, authenticity, flexibility, accessibility, and robustness (SAFAR). We present several examples of how each principle can be implemented using Kolb’s experiential learning cycle as a lens to understand the impact of each design principle on the learning process.

Experiential Learning Framework for Signals and Systems: An Attempt Towards Reaching Higher Levels of Cognition

In this paper, we propose an experiential learning module for the course Signals and Systems (SNS). This course is designed in the second year of the Electronics and Communication Engineering stream and challenging course as it demands a higher level of cognition skills. Experiential learning is a series of activities that allow students to be actively involved in ensuring learning. The experiential learning module enhances the problemsolving skills towards reaching higher levels of cognition, moving from the lower levels of remembering, understanding. Typically, the conventional modes are teacher-centric, visual learners and sequential learners find challenges in stimulating their cognition skills. Towards this, we design an experiential learning framework with two techniques: Concept inventory and SNS with Python to facilitate sequential learners and visual learners respectively. The challenges associated with the deployment of our framework are time and resource management. The proposed framework facilitates achieving a higher level of cognitive skills; also the introduction of the simulating tool ensures the conceptual learning of the course beyond classroom learning.

Design by Shape Grammar Precedents as an Experiential Learning Module of Residential Architecture of Amman City

Design by Shape Grammar Precedents as an Experiential Learning Module of Residential Architecture of Amman City

P011: A learning module for better medical record review research.

Innovation Concept: The objective of this research study was to create a flipped classroom, interactive, experiential learning module on how to do a medical record review study. It is designed for medical students, residents, physicians, and researchers to have a remote, online, but interactive experience that expands on textbook concepts. The “flipped classroom” means that learners will guide their own education. This learning module will include a pre-test, interactive video module, and a post-test. These components will ensure each learner reaches previously set learning goals and not only solidify the learning of learners but validate the educational method, proving its value. Methods: A review of the literature indicates that medical record review is a valuable method of research in emergency medicine however researchers may encounter methodological difficulties, and sometimes medical record reviews are performed in a suboptimal manner due to these difficulties. We are creating a learning module that builds off of the chapter in the Royal College Research Guide and elaborates on various elements, including sample size calculation. Previous work indicates that a flipped classroom approach in medicine to learning has been well developed and is backed by evidence as well as learner preference to guide their own learning. Curriculum, Tool, or Material: The learning module was initiated from the Royal College Research Guide chapter on how to conduct medical record review research. The module is a white board drawing style video that combines elements of explanation and elaboration of the chapter information and a step by step, learner-interactive example of a medical record research project creation. Conclusion: Medical record review research is accessible to many researchers due to the availability of data. This innovation would help ensure that with this availability, good research is being conducted. Future steps will involve testing and validating this learning module using the pre and post-tests, and expanding to create other, similar modules for other Royal College Research Guide chapters.

Evolution of a community-centred experiential learning module: A mixed-methods approach to promote social accountability and community partnership in undergraduate medical education.

This article was migrated. The article was marked as recommended. Background: Education in social determinants of health (SDH) has become an important part of medical curricula, facilitated increasingly through students' experiential learning with communities. The Community and Workplace Centred Learning Experience (CWCLE) module of the University of Saskatchewan, Canada, intends to integrate and extend second-year medical students' attitudes, skills, and knowledge about SDH and community resources. We aimed to: 1) Solicit students' self-evaluation of their ability to perform module learning objectives, 2) Assess module impact on student attitudes toward SDH, 3) Obtain feedback from community partners and students about their community experiences, and 4) Use feedback to collaboratively develop recommendations to enhance the CWCLE module. Methods: We used a mixed-method approach to combine quantitative data with stories and personal experiences. We developed an online survey for two cohorts of students who had completed the module, soliciting students to self-evaluate their perceived abilities to perform the module's learning objectives and evaluating students' attitudes towards SDH. We invited representatives from community agencies involved in the CWCLE module to participate in focus groups. We also held separate focus groups with students who participated in the online survey to elaborate on their survey comments. Results: In total, 145 students participated in the online survey (response rate=72.5%). Eleven community agency representatives and seven students participated in five focus groups. Our results demonstrate that medical students benefit from community-based experiential learning of SDH and community resources. We trace evaluations and discussions in the ongoing development of this community-based experiential learning module from its initial, primarily medical-school driven designs, towards a substantial involvement of community-based organizations in its operation and continuing redevelopment. Conclusions: Our mixed method offered us a better understanding of module impact and opportunities for improvement. This module evaluation and reform generated opportunities for community partners to influence decisions in medical education and led to a collaborative evolution of a community-centred learning experience. Medical schools should actively engage community partners in teaching behavioural and social components of the curriculum and acknowledge their partners' expertise to promote community engagement and social accountability in medical education.

Evolution of a community-centred experiential learning module: A mixed-methods approach to promote social accountability and community partnership in undergraduate medical education

Evolution of a community-centred experiential learning module: A mixed-methods approach to promote social accountability and community partnership in undergraduate medical education

Use of reflective analysis to achieve exercise participation in a patient with severe cognitive impairment: a case report

ABSTRACTAs individuals decline cognitively physiotherapists’ attitudes become more negative. Evidence supports the use of experiential learning modules in a curriculum to improve student confidence and knowledge to treat individuals with cognitive disorders. Work stemming from Schon’s model of reflection suggests that “reflection-on-specific action” can facilitate clinical decision-making. The purpose of this case report is to describe the use of this model by students working with a patient with severe cognitive impairment. Under the supervision of a neurologic physiotherapist who was also a full-time faculty member in a physiotherapy program, the 74-year-old male with severe cognitive decline worked with two student physiotherapists (10 sessions over 5 weeks). The students reflected upon and journaled before, during, and after each session including every encounter, patient response, and activity. Four themes emerged: (1) capitalize on caregiver involvement and knowledge, (2) salient activities promote engagement, (3) intentional communication, and (4) flexibility throughout treatment. Improved exercise participation was noted as the themes were integrated to a greater degree each session. Cognitive deficits precluded performance for some measures, the 6-minute walk test yielded clinically significant results. The factors identified in this case may be beneficial to developing exercise programs for individuals with severe cognitive deficits to assist with maintaining functional mobility and decrease caregiver burden. This intentional reflective approach to practice may combat negative attitudes by providers and enhance effective communication and intervention implementation. The educational approach increased reflective behaviors demonstrated by students and will be useful to educators interested in facilitating professional development in students.

The Use of Experiential Learning Modules to Teach Integrative Medicine Approaches

Complementary, alternative, and integrative medicine (CAIM) are considered important in shifting toward whole person care. Residents remain limited in their understanding of CAIM approaches, preventing effective utilization. We created modules to expose residents to available CAIM approaches in a Veterans Administration setting, using conceptual frameworks for experience-based learning. In June 2016, 38 internal medicine residents at the VA Greater Los Angeles Healthcare System were randomized to 45-minute small group sessions. One cohort received an experiential module incorporating 10-minute practices of yoga, biofeedback, and acupressure. The other cohort received a standard lecture focused on CAIM use and outcomes. Participants completed a 6-question quiz to measure their understanding of CAIM use and an 8-question survey to assess their satisfaction of teaching, exposure to CAIM, and anticipated practice change. Referrals to CAIM modalities before and after the learning modules were counted to assess practice change. All 38 residents completed the study, with 25 residents completing the experiential learning modules and 13 completing the standard lectures. Initial postquiz scores were similar. Five months postintervention, residents who participated in experiential modules were more likely to refer patients to CAIM modalities than those who received standard lectures (3.4 per month versus 0.6 per month, P = .018). This study highlights the advantages of experiential learning of CAIM approaches for residents. It reinforces existing literature suggesting that physicians who experience CAIM are more likely to incorporate these approaches into practice.

Building Compassion Capacity: Chester Retold and Storyhouse, a Case Study

This article is a case study of a level five experiential learning module that I designed and taught at the University of Chester in the summer term of 2018 in collaboration with the city’s innovative new arts hub, Storyhouse. As a case study, it will demonstrate how ‘compassion’ can be placed at the heart of module design within Higher Education Arts and Humanities teaching, as well as how compassionate practice can emerge organically from innovation.

Implementation and assessment of an undergraduate tissue engineering laboratory course

This study focused on examining how students’ perception and understanding of the tissue engineering field changed as a result of their participation in a hands-on experiential learning module. The module involved the cellular and biochemical characterization of three-dimensional cultures of mesenchymal stem cells in chondrogenic media. Students were instructed to complete concept maps depicting their perception of the tissue engineering field both prior to and after completion of the module. Similarly, they had to respond to provided design prompts and identify experimental tests and questions for doctors that would allow determination of their adaptive expertise. The results from this study demonstrate that students significantly broaden their perception of the tissue engineering field through statistically significant changes in their comprehensiveness and correctness scores on the concept map rubric. Similarly, the results of the adaptive expertise analysis demonstrate that students significantly increased adaptive expertise upon completion of the module in comparison to their responses at the start of the module. These results imply that a hands-on experiential module can be a beneficial tool for teaching students the complexity associated with a multidisciplinary field such as tissue engineering.

Understanding Hta and Patient Engagement: Effect of Integrating Experiential and Knowledge Learning Modules

A new workshop format was developed with the goal to achieve a deeper understanding of the unique perspective of patients in the development or evaluation of new therapies and to increase the awareness of healthcare industry stakeholders for the importance and techniques of Patient Engagement (PE) in preparing for Health Technology Assessment (HTA). A one-day pilot workshop, was held in Nov 2016 in Basel, Switzerland. Multidisciplinary participants (n=12) from the life sciences industry and 2 patient representatives attended. Interest in improving their understanding on knowledge component(s) was a criteria. Recruitment happened via networks of faculty members. HTA and PE content sessions were followed with experiential sessions using drawing exercises, which guided the participants through the experience of being diagnosed with a life threating condition and, subsequently, the possibility to participate in a clinical trial. The workshop concluded with the participants prioritizing their personal expectations for innovation and HTA, starting as patients and subsequently as citizens Overall, participants rated the pilot workshop as excellent or good for knowledge and experiential sessions. Integration of both learning modalities was described as innovative, useful, and enjoyable. Participation in the clinical trial session triggered cognitive responses among participants working in the life sciences industry, which limited their experiential learning. In response, patient perspectives were useful to consider perspectives beyond those of industry employees, which prioritized advancement of science for societal good. Emotions describing the personal experiences included despair, shock, anger, guilt, hope, and the will to live. As citizens, they emphasized expectations such as finding solutions, remaining independent, enjoying life and “giving back”. PE and HTA were linked successfully in one workshop by integrating knowledge and emotional-experiential learning modules. Innovative learning structures can allow researchers, marketers, or other stakeholders from the life-science industry to gain knowledge and better understand the patient perspectives.

Inclusive design in architectural practice: Experiential learning of disability in architectural education

BackgroundThe built environment can facilitate or impede an individual's ability to participate in society. This is particularly so for people with disability. Architects are well placed to be advocates for design that enhances societal equality. ObjectiveThis qualitative study explored architectural design students' perceptions of inclusive design, their reflections resulting from an experiential learning module and the subsequent influence of these on their design practice. MethodsTwenty four architectural design students participated in focus groups or individual interviews. Data were analyzed thematically. ResultsThree themes were evident: 1) Inclusive design was perceived as challenging, 2) Appreciation for the opportunity to learn about the perspectives of people with disabilities, and 3) Change of attitude toward inclusive design. Experiential learning had fostered reflection, changes in attitude and the realization that inclusive design, should begin at the start of the design process. ConclusionsFor equitable access for all people to become reality, experiential learning, coupled with positive examples of inclusive design should be embedded in architectural education.

The use of simulation as a novel experiential learning module in undergraduate science pathophysiology education.

Teaching of pathophysiology concepts is a core feature in health professional programs, but it can be challenging in undergraduate medical/biomedical science education, which is often highly theoretical when delivered by lectures and pen-and-paper tutorials. Authentic case studies allow students to apply their theoretical knowledge but still require good imagination on the part of the students. Lecture content can be reinforced through practical learning experiences in clinical environments. In this study, we report a new approach using clinical simulation within a Human Pathophysiology course to enable undergraduate science students to see "pathophysiology in action" in a clinical setting. Students role played health professionals, and, in these roles, they were able to interact with each other and the manikin "patient," take a medical history, perform a physical examination and consider relevant treatments. Evaluation of students' experiences suggests that using clinical simulation to deliver case studies is more effective than traditional paper-based case studies by encouraging active learning and improving the understanding of physiological concepts.