Experiential Learning Group Research Articles

Meaning-centered psychotherapy training program for cancer care clinicians: Efficacy and impact of the first 5 years.

Meaning-Centered Psychotherapy (MCP) is a manualized, evidence-based intervention designed to help cancer patients to find meaning and alleviate distress. Meaning-Centered Psychotherapy Training (MCPT) is a multicomponent program for cancer care clinicians that consists of didactics, group experiential learning, and role-plays with simulated patients to learn MCP and acquire skills to deliver it in real-world oncology settings. The efficacy and impact of MCPT for multidisciplinary cancer care clinicians to learn and disseminate MCP is described and evaluated. A multilevel evaluation based on the RE-AIM framework was utilized to assess the efficacy of the MCPT program over the initial 5 years of the program. The outcomes of the evaluation supported MCPT goals. Three hundred forty-two participants attended MCPT. Overall satisfaction measured in the post-training assessment was high. Significant increases in MCP skills were demonstrated by participants over the course of the role-play sessions, and participants showed significant improvements in pre/post-training MCP knowledge assessment scores, as well as significant increases in self-reported overall MCP skills and core competencies. Follow-up survey responses indicate that MCP trainees were utilizing MCP, had made changes to their clinical practice, and progressed on individual implementation goals. During the first 5 years, the MCPT program was successfully developed, established, implemented, and shown to be effective in the dissemination of MCP across the RE-AIM domains. Future directions for training and implementation research include increasing diversity of providers and investigating the impact of the program on patient outcomes.

Investigating the Impact of Experiential Learning on Vocabulary Memorization and Language Production: A Quantitative Study among Moroccan Young English as Foreign Language Learners

This study explores the effects of experiential learning (EL) on vocabulary memorization and language production in English as a Foreign Language (EFL) among 4th-grade primary school students in Morocco. Two 4th grade classes were involved, with one class receiving traditional instruction over five weeks and the other class immersed in experiential learning through concrete situations. The current investigation endeavors to overcome the shortcomings associated with traditional approaches by examining the potential benefits offered by experiential learning methodologies. Preliminary results indicate a noticeable difference in vocabulary memorization and language production between the two groups. For instance, the experiential learning group demonstrated a deeper understanding of the vocabulary related to the supermarket theme by actively engaging in role-playing scenarios where they simulated grocery shopping. The traditional instruction group, while also exhibiting improvement, did not showcase the same level of enthusiasm and retention. The findings suggest that experiential learning positively influences vocabulary memorization and language production among 4th-grade primary school students. In other words, by incorporating real-life situations into the learning process, students not only acquire language skills but also gain a practical understanding of the context in which these skills are applied. In sum, through the lens of the quasi-experimental design, this study addresses the inadequacies of these traditional methods by exploring the potential benefits of experiential learning approaches, aiming to provide a more holistic and applicable foundation for language acquisition among ELF young learners.

Effectiveness of dietary fiber experiential learning on bowel symptom after surgery for colorectal cancer: A randomized controlled trial

PurposePatients with colorectal cancer commonly experience postoperative bowel symptoms, and demand dietary and self-care adjustment. Experiential learning (EL) has been effective in promoting dietary management. This study aimed to investigate the effect of dietary-fiber EL on postoperative bowel symptoms in colorectal cancer patients. MethodA randomized controlled trial was conducted. A total of 66 adults with stage I-III colorectal cancer, being scheduled for surgery were recruited in Taiwan. EL group (n = 34) received gaming-based activities along with routine care after surgery and a follow-up consultation. Bowel symptoms was assessed by Low Anterior Resection Syndrome at baseline, and 1, 3, and 6 months after surgery, with dietary fiber intake measured by the Food Frequency Questionnaire, and knowledge, efficacy and literacy assessed by the Dietary Fiber Food Scale as covariates. ResultsThe two groups did not significantly differ at baseline. The mean bowel symptom scores were 16.2, 13.8, and 9.8 at 1, 3 and 6 months, respectively. The generalised estimating equations model indicated that after controlling surgical site, information sources, fiber intake, knowledge, efficacy, literacy and emotion, EL group reported significantly lower bowel symptoms by 8.3 score at 1 month and by 9.9 score at 3 months post-surgery than the routine group. Lower bowel symptoms were linked to an upper surgical site, higher dietary fiber intake and lower emotional distress. ConclusionsExperiential learning of dietary fiber improved bowel symptoms better than routine patient education alone. Oncology nurses may develop strategies to further implement experiential learning activities in post-surgery colorectal care.

Being with a Puppet: Literacy through Experiencing Puppetry and Drama with Young Children

Puppets have a long association with early childhood education and have played a much-loved role in children’s learning and development. This paper tells the research story that investigated how the magical creature of a puppet facilitated connection, play, communication, and engagement with children who experience disability. We discovered how puppets can be combined with drama approaches and utilized in group activities for enabling literacy development by early childhood educators. In being with a puppet, adults found new ‘ways’ of supporting all children’s interest, meaning making, and contribution to group learning experiences. Puppets were found to invite children into conversations, to encourage their expression and creativity, in a way that was uniquely their own. Educators found that being with a puppet supported their relationship with the children to one that was more playful and positive as it altered their perception of the children and their ability to recognize their non-verbal communication.

Effectiveness and Perceptions of Small Group Teaching among Second Year MBBS Students

Background: Small Group Teaching (SGT) has grown in popularity in medical education as it offers a dynamic setting for learning and it is also learnercentered. Materials and Methods: Hundred final year MBBS students with informed consent were divided randomly into two groups. Group A was delivered a didactic lecture on the topic of Infant deaths, Group B was administered casebased learning and then subjected to small group interactive discussions. Pretest and post-test were conducted using MCQ’s. Perception of students based on Likert scale taken. The data analyzed in SPSS software. Results: Students who were given small group learning experience fared better than the didactic lecture group in the post-test. Small group tutorial teaching was agreed upon by the majority of the students to be more effective. Conclusion: Small group teaching was more effective as compared to didactic lectures and the perception of students was in favor of it.

‘Tender Narrator’ Who Sees Beyond Time:

While trauma occurs in separation, healing happens in relation, where the inner dynamics of voice and expression play an important role in narrating a traumatic experience. In her acceptance speech for the 2018 Nobel Prize in Literature, novelist Olga Tokarczuk envisioned a new form of a literary narrator, one who sees beyond a singular point of view to include the interrelatedness of the world and the interdependence of all beings. In this article, we present a framework for the integration of individual and collective trauma that is focused on creating safe, interactive group spaces for dialogue, group coherence building, reflection, and transformative practices. We illustrate the foundational role of narrative as part of this integration process in groups and programs led by the article’s co-author, teacher and international facilitator Thomas Hübl. We examine the stages of the narrative process in trauma integration, observing the potential shifts in points of view to listen for the voice of what Tokarczuk refers to as the “tender narrator”.We review the literature on trauma and collective trauma, and identify its impacts, especially its ubiquitous nature as part of every society’s social milieu. We also read part of a transcript of a dialogue focused on intergenerational and historical trauma, inviting us, as authors and readers, to participate in a practice of embodied witnessing. In presenting this framework, our intention as collaborators is to underline the urgency for healing individual and collective trauma through engaging in novel pathways of group experiential learning and integration.

Exploring factors influencing minority students’ perceived learning in collaborative Wiki-based learning environments

ABSTRACT This study examined the factors affecting minority students’ learning experience in Wiki-based environments. These factors included perceived collaborative learning, sense of community, Wiki self-efficacy, and perceived learning experience. The relationships of these factors were explored. The participants were 45 African American students enrolled in two undergraduate-level management courses in which Wiki was used to facilitate the process of group work. A mixed methods approach was applied to analyze the collected data. Results indicated that sense of community and collaborative learning significantly contributed to perceived learning in Wiki-based environments. However, Wiki self-efficacy was not a good predictor of perceived learning. Most of the minority students were positive about their group learning experience that involved collaborative processes as well as the development of knowledge and skills. Emotional support and support for cognitive or meta-cognitive processing were identified as factors that had potential influences on Wiki-based collaborative group learning.

Dynamics of Co-Leadership Development in an Experiential Training Group

ABSTRACT Group co-leadership requires facilitators to effectively work together to produce positive group outcomes; however, there is a paucity of information about how the co-leadership relationship develops. In this modified consensual qualitative research study, we explore the development of the group co-leadership relationship in doctoral-level trainees. Five doctoral student co-leaders facilitating experiential learning groups completed reflection journals on their leadership experiences. Findings revealed five relational dynamic themes experienced amongst co-leaders in leading an experiential training group. The primary implications from these findings can assist counselor educators in the training of group leaders.

The Influence of COVID-19 on Medical Student Resource Preferences.

IntroductionOver the past decade, pre-clerkship medical education has shifted from solely relying on didactic lectures to implementing more group learning and clinical experience to promote individualized, self-directed, and patient-centered education. COVID-19 required medical schools to examine their curricula and determine which portions were adaptable to virtual learning. This study compared first-year medical students’ (MS1) perceptions of an online curriculum, focusing on the students’ preferred resources before and after the transition to virtual courses.Materials and methodsAt one community-based allopathic medical school, a decision was made to move the entire pre-clerkship curriculum to a virtual format in the setting of the pandemic. An end-of-course survey evaluation was distributed via email to 64 first-year medical students at a community-based allopathic medical school. The participants were asked numerous questions about their overall perceptions of each course, including questions about the usefulness of lectures, small group activities, course administration, and faculty communication. Quantitative and qualitative data were collected during the standard program evaluation process for the two courses, and a third survey that focused on learning resources asked questions regarding virtual learning.ResultsOf the students, 29.7% reported being disappointed with the virtual curriculum, while the other 70.3% reported an unchanged or improved overall medical education. Regarding resource preferences, 56.5% of the students viewed most (76%-100%) course lectures, while 35.5% of the students viewed less than half of the course lectures. In contrast, 75.8% of the students said the majority (>50%) of their learning comes from outside resources. Furthermore, 31% reported that they are satisfied with the resources provided by the school, while 42% reported that they would like the school to provide additional resources. With that being said, 61% reported using more outside resources with the onset of a virtual curriculum, while 34% reported no change in outside resource use. Only 2% reported using fewer outside resources.ConclusionThis study found that pre-clerkship medical students preferred some aspects of the in-person setting, such as social interaction and clinical exposure that is lacking in the virtual setting. However, students preferred many aspects of the virtual setting, such as having more independent study time and a more efficient learning process. Overall, before and after the transition, students were less satisfied with traditional curricular resources and more likely to choose external, board-specific resources with hopes of building strong residency applications, and these preferences were heightened in the online format.

Exploring Teaching and Learning Experience during COVID-19 Pandemic in Engineering Education

The education system is continuously modernizing by accommodating the need due to the industrial revolution. Various teaching modes are also introduced including a diverse range of students, particularly in engineering education. The COVID-19 pandemic has disrupted normal education worldwide, forced to shut down campus activity for an extended period which forced Universities to adopt alternative approaches to continue student’s academic year. Engineering education faced significant challenges to find a realistic substitution for lab-based hands-on activity as well as group or team-based learning experiences. It is therefore very important to know the challenges and ways to address them. This paper evaluates the teaching and learning experiences observed in engineering education in Australia and abroad during the COVID-19 period compared to the pre-COVID period. The key motivation of this study is to identify key challenges arises due to COVID-19, develop Teaching & Learning (T & L) approaches to address these challenges and evaluate the effectiveness of the applied changes in the T & L approach, identify shortcomings, and find ways to improve them. The student feedback on selected engineering units have been collected from Deakin and Murdoch university in Australia to evaluate the performances of the applied changes. This data is considered as an authentic source of information to compare and identify the key challenges and effectiveness for students’ learning in pre-COVID and during COVID condition. This study later explored various literatures to gather experiences from other universities across the globe and by analysing all findings including academic experiences finally developed constructive recommendations for improvement. It is found that the current form of online mode of teaching has room to improve further as one segment of students finds it challenging and some others like a few approaches. It is also found that the online infrastructure, staff skills to innovate new unit designs, and motivating students are the other challenging areas. Therefore, a new teaching and learning framework is required to overcome all the challenges for future learning.

Evaluation of a Drama-Based Experiential Learning Group Programme for Multidisciplinary Staff and People With Lived Experience in Psychiatry

AimsExperiential learning, such as simulation-based training, is widely used in health education. Dramatic self-expression adds another layer through enacted perspective taking, and embodied self-exploration of interaction with others, to foster situated learning. We describe the evaluation of an innovative drama-based experiential learning project involving collaboration between multidisciplinary mental healthcare staff and people with lived experience of mental illness. The programme was facilitated at East London NHS Foundation Trust by a theatre company experienced in delivering workshops with service users. A weekly group programme took place online over 8 weeks during the COVID-19 pandemic and included activities of improvisation, embodied enactments and debriefing. The programme led to co-production of a drama piece that was filmed and distributed online. It was hypothesised that the experiential learning might result in individual benefits for all participants, such as improved well-being and increased mutual understanding of each other's experience of mental health care. The project aimed to improve relationships between healthcare disciplines, and between staff and service users. Additionally, aims were to empower service users, and support staff to practice core interpersonal skills. Objectives of the evaluation were to study the impact of the experiential learning, understand participants’ experience, and explore challenges and benefits.MethodsA mixed methods approach was taken to evaluate the programme. Following completion of the project, participants were invited to complete a questionnaire utilising a Likert scale rating of overall satisfaction with the project, perceived benefit and impact on specific domains such as working with others. One-to-one semi-structured interviews were conducted according to a topic-guide, and qualitative data were analysed using open & axial coding for thematic analysis.Results11 participants, including Psychiatrists, Occupational Therapists and current service users, completed the experiential learning and filming. Questionnaire data suggested participants were highly satisfied with the learning and felt it would be valuable to others. Themes include the positive experience of creativity, dismantling of hierarchy, improved empathy, confidence and connection. Potential challenges were digital inequality and lack of dedicated time for professional development.ConclusionA drama-based experiential learning group programme for healthcare staff and service users is a highly beneficial learning experience. Participants describe changes on a personal level as well as improved understanding of others’ perspectives. This form of experiential learning features collaborative working that aligns with principles of co-production and supports the development of interpersonal skills; the findings suggest that drama-based experiential learning is a useful method in health education to complement knowledge acquisition.

Examining the Connections between Personality and Group-Based Learning

The most common interpretation of personality is a tripartite model: introversion, extroversion, and ambiversion. Personality styles can have an impact not only on how people develop relationships and pursue interests, but also how students operate in the classroom. Given that schools and teachers frequently require students to collaborate in group-based learning activities, it is crucial to consider how personality styles affect this process. In this cross-sectional research study, 14 high school participants responded to a questionnaire about personality type and group learning experiences. The questionnaire was designed with the goal of gathering experiences from high school students about group work and group-based learning in the classroom and personality styles. The results of the questionnaire showed that there was no statistically significant difference between the three personality styles. The results were also analyzed for themes to compare commonalities and differences in responses across personality styles. There was a relatively small sample size in the current study of 14 participants out of the 60 who were sent the questionnaire meaning this study might not have been able to fully capture the most accurate answer to the question of whether introverts work well while working in groups. Nonetheless, this study paves the way for further research on the topic of group-based learning and personality styles.

Therapeutic factors in a group experiential learning programme in teacher education

ABSTRACT This qualitative study explored the experiential group learning experiences of student teachers (STs) who participated in a two-day experientially based group learning programme, as part of their curriculum at a teacher training institute in Singapore. This programme is designed as a personal growth group with an emphasis on value and character development. Thirteen groups were selected, with 12 members from each group randomly recruited to participate in the focus group interviews. A total of thirteen focus group interviews were conducted, with 109 STs participating in the sessions. The interview data was transcribed, coded and presented in themes using Interpretative Phenomenological Analysis. The main themes were largely compatible with the therapeutic factors identified by psychiatrist Irvin Yalom that were found to improve interaction and facilitated outcome in group processes in his research. The overall results show that the dominant therapeutic factors experienced by the participants included instillation of hope, universality, imitative behaviour and cohesiveness. These findings provide us with valuable information that may help facilitate a positive and beneficial group learning experience in teacher education.

Effects of Experiential and Problem-Solving Strategies On Academic Performance of Biology Students in Senior Secondary Schools in Nigeria

The study investigated the effects of experiential learning and problem-solving strategies on academic performance of Biology students at senior level in some senior secondary schools located in south-west Nigeria. The study examined the difference in the academic performance of Biology students taught with experiential learning and problem solving strategies and their counterparts taught with conventional method. The research design for the study was a quasi-experimental research of the pre-test, post-test control group. The population consisted of Biology students in all public senior secondary schools in south-west Nigeria. The sample consisted 240 SS2 Biology students which was selected through multistage sampling procedure. Two groups were randomly selected to experimental groups and control group. The students in the experimental groups were exposed to experiential learning and problem solving strategies, while the control group were taught with conventional teaching method. Biology Performance Test was used to generate data for the study after the treatment. The instrument was validated by experts in Science Education and Tests, Measurement and Evaluation. Their suggestions were taken into consideration for necessary correction. The reliability was ensured by using test re-test method and coefficient of 0.82 was obtained. The hypotheses were analysed using mean, standard deviation, t-test, Analysis of Covariance (ANCOVA) and multiple classifications Analysis (MCA). The finding showed that there was low performance in experiential learning, problem solving and control groups before the treatment. After exposure of experimental group to experiential learning, problem solving strategies, their performance was high compare to their counterparts in control group. It was recommended that Biology teachers should upgrade their knowledge on experiential learning and problem solving strategies through seminar or workshop, students should be encouraged to use their experience to solve problems in any given concept to enhance their performance.

The Effects of Experiential Learning on Perceived Clinical Reasoning and Self-efficacy of Doctor of Physical Therapy Students

Introduction and Review of the Literature. Experiential learning (EL) is an instructional method that is increasingly being used to teach Doctor of Physical Therapy (DPT) pediatric content. However, there remains a paucity of research describing student outcomes resulting from EL courses compared with outcomes resulting from traditional instruction-based courses. The purpose of this study was to evaluate the change in perceived clinical reasoning and self-efficacy experienced by DPT students from the same DPT program who completed either high (at least 15 hours) or low (3 hours or less) pediatric EL as a component of their required, semester-long pediatric course. Subjects and Methods. The study was a pretest–posttest comparison group design. Second-year DPT students (n = 58; male: 19 and female: 39) enrolled in fall 2018 (high EL group) and students (n = 53; male: 18 and female: 35) enrolled in fall 2020 (low EL group) completed the Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the Physical Therapy Self-Efficacy Scale (PTSE) during the first and last week of the pediatrics course. Results. A significant interaction effect between EL dosage and time was found for the SACRR (F 1,106 = 51.03, P = .000, partial eta squared = 0.33), suggesting that the change in scores was influenced by the dosage of EL. There was no significant interaction effect between EL dosage and time for the PTSE (F 1,104 = 1.13, P = .29, partial eta squared = .01). There was a significant main effect for time (F 1,104 = 225.61, P = .000, partial eta squared = .68), with both groups showing an improvement in pediatric physical therapy self-efficacy. Discussion and Conclusion. The results of this study suggest that the perceived self-efficacy abilities of students improved with all instructions, but the addition of high EL may enhance traditional instruction methods when used to aid DPT students in the development of self-perceived clinical reasoning and reflection skills.

Leveraging the power of Google Apps to support active learning in a synchronous online environment

A significant challenge of pandemic teaching was creating active small group learning experiences in a synchronous online learning environment. Efforts to address this challenge led to an instructional process, using multiple Google Apps, that was not only effective in an online setting, but has the potential to improve seated small group learning, as well. In this article, a complete implementation of this process will be shared describing how multiple Google Apps (i.e. Forms, Sheets, Slides, Jamboard) were utilized to gather information about the current level of students’ understanding, engage groups in a learning activity to advance this understanding, provide immediate feedback as students worked through the activity, and equip the instructor and groups with tools to interact without disrupting small group dynamics.

Competency Level of MAPEH Teachers in Teaching Performing Arts Based on K to 12 Curriculum in Secondary Public Schools

The quality of education depends on the teacher as well as to the curriculum. As the prime movers to attain the addressed goals in the curriculum, teachers must have the desire to grow and improve through professional development and constant learning towards students ‘academic achievement. The descriptive method of research was utilized in this study to assess the competency level of the MAPEH teachers in teaching performing arts based on the K to 12 Curriculum. Results of the study revealed that majority of the respondents were females, married and 40 years old and below. They earned units/finished their master’s degree, held a teacher position, and had 10 years and below teaching experience. With regard to artistic inclinations particularly in terms of dancing, majority of them have potential in folk dance and modern dance. In terms of music, some teachers could play musical instruments skillfully such as guitar and piano/organ. They were highly competent in using assessment data, monitoring students’ data and achievement, using ICT resources for the teaching-learning process, giving feedbacks, making good use of allotted time and employing design. Individual or group experiential learning, cooperative learning, project method and collaborative activities were most commonly used strategies in teaching performing arts. Meanwhile, lack of facilities and equipment and limited seminars, workshops, and trainings attended were the common problems encountered.

Collaboration around Multi-touch Spherical Displays: A Field Study at a Science Museum

Multi-touch spherical displays that enable groups of people to collaboratively interact are increasingly being used in informal learning settings such as museums. Prior research on large flatscreen displays has examined group collaboration patterns in museum settings to inform the design of group learning experiences around these displays. However, previous research has shown differences in how users conceptualize interacting with spherical and flatscreen displays, thereby making it important to separately investigate how groups naturally collaborate around spherical displays in a museum setting. The spherical form factor of the display affords new forms of collaboration: unlike flatscreen displays, spherical displays do not have a definite front or center, thus intrinsically creating both shared and private touch interaction areas on the display based on users' viewing angles or physical arrangements. We conducted a 5-day long field study at a local science museum during which 571 visitors (370 adults and 201 children) in 211 groups interacted with a walk-up-and-use collaborative learning application showing global science data visualizations, on a multi-touch spherical display. We qualitatively analyzed groups' natural collaboration patterns including their physical arrangements (F-formations), their collaboration profiles (e.g., turn-taker or independent), and the nature of group discussion around the display. Our results show that groups often engaged in both independent as well as closely collaborative group explorations when interacting around the sphere: physical spacing between group members around the sphere was strongly linked to the way groups collaborated. It was less common for group members to make and accept suggestions or coordinate touch interactions when they did not share the same fields-of-view or touch interaction space with each other around the sphere. We discuss implications for supporting group collaboration in this context which will inform the design of future walk-up-and-use multi-touch spherical display applications for use in public settings.

Random case analysis in general practice clinical team meetings

The Medical Board of Australia intends to mandate that at least 25% of continuing professional development (CPD) is focused on performance review. The aim of this article is to describe howrandom case analysis (RCA) can beused for performance review in general practice clinical team meetings, and outline its benefits and challenges. RCA is a powerful learning method for CPD. Involving peers in case review allows practice quality improvement and safety issues to be explored. Planning is required to overcome logistic and legal barriers and to ensure accreditation of the activity by The Royal Australian College of General Practitioners. Vital to the success of RCA is a supportive educational environment and the provision of learner-centred and specific feedback.

The Effects of Disciplinary Composition on Virtual Learning Group Process Dynamics: Students’ Perspectives

This research was conducted as a collaborative project between the West University of Timișoara (Romania) and the Norwegian University of Science and Technology (Norway) to develop a transnational learning activity. The students learned in virtual collaborative study groups; developed project-based teams; shared experiences, skills, and professional competencies; and collaborated directly with their teachers, the researchers, and the labor force. Three virtual learning groups of undergraduate students (N = 131), presenting comparable course descriptors and disciplinary group compositions, participated in the study. This study aimed to determine the effects of disciplinary composition on virtual learning group process dynamics from the students’ perspectives. This study applied a quasi-experimental between-subjects study design: quantitative methods were used to validate a research instrument and to determine statistical differences in the group process dynamic between the three groups; a qualitative method was applied to identify an in-depth understanding of the students’ perception about the group learning experience. By analyzing the group dynamics in the three settings—mono-disciplinary, cross-disciplinary, and cross-cultural—the research results show the advantages of each virtual learning composition in the group dynamic and learning outcomes in terms of group skill acquisitions. The conclusions can help teachers design virtual team compositions, a crucial stage in ensuring the achievement of desired learning outcomes.