High-level Learning Outcomes Research Articles

Cracking the code: using educational gaming for high-level thinking in physiology education.

The multidisciplinary nature of physiology requires students to acquire, retain, apply, and evaluate knowledge from different scientific disciplines. Optimal learning techniques, such as active learning, interleaving topics and conditions, and recall, can greatly enhance the speed and effectiveness with which students achieve this type of higher-order thinking. However, developing and implementing optimal learning techniques in the classroom can be both time-intensive and challenging for the instructor. In addition, students may be resistant or slow to accept novel learning processes. One way to potentially introduce these learning techniques in a fun and engaging way is through educational gaming, or using a game or game elements intentionally to support learning. In this article we present an easy-to-implement adaptation of the Codenames board game for the physiology classroom. The activity requires minimal preparation while addressing high-level learning outcomes. Postintervention surveys of students were collected in three different health-related academic programs, both graduate and undergraduate, at two different institutions. Results suggest that participating in the activity both actively engaged the students and pushed them toward high-level, integrative thinking regardless of class level.NEW & NOTEWORTHY An easy-to-implement word game (Codenames) was used to engage students in higher-level Bloom's thinking about physiology. The gameplay required students to recall, apply, evaluate, and debate as they developed and guessed clues as part of the game. Students found the activity fun, engaging, and challenging. The activity is relatively easy to implement both online and in person, requiring at minimum a simple list of vocabulary terms.

Teaching (with) Artificial Intelligence: The Next Twenty Years

The advent of artificial intelligence and concerns over academic integrity have put instructors from every discipline on notice regarding the kinds of coursework we are assigning. But this is also a moment to deliver content in a manner that is clearer and more dynamic, use more active forms of learning, and improve the academic and professional outcomes of our students. This article surveys the most common themes and approaches from the pages of the journal and offers some suggestions for how AI and generative technologies can augment our teaching and allow instructors to focus on higher-level learning outcomes.

Investigation on the Effect of Methods Used in Teaching in Primary School on Student’s Academic Performance in All Saints Primary School 1, Owode-Egba, LGA Ogun State, Nigeria

This research aimed to investigate the effect of methods used in teaching in primary schools on students’ academic performance at All Saints’ Anglican Primary School 1, Owode-Egba, Obafemi Owode Local Government Area, Ogun State. The study utilized a descriptive survey research method, selecting 7 teachers from the study area through simple random sampling. Two research questions were raised, and data were collected for the study using a hypothesis. The analysis involved frequency count, percentage, and Pearson correlation for inferential statistics. Findings revealed that teachers at All Saint’s Anglican Primary School 1 heavily utilize student-centered and student-teacher interactive methods. However, the analysis showed that the extent of using different teaching methods did not correlate with students’ performance in the class. Conclusions drawn from the study suggest that teachers generally use these methods with a high extent, and students perform satisfactorily in their subjects. Nevertheless, there was no significant relationship between the teachers’ extensive use of these methods and students’ satisfactory performance in science. Based on the identified limitations and findings, the following recommendations are made: Encourage a student-centered learning environment in secondary schools as it promotes higher-level learning outcomes more effectively than traditional teacher-centered approaches. Eliminate biases in teaching method selection based on exclusive knowledge to improve students’ academic performance. Create a conducive learning atmosphere to enhance students’ learning experiences. Additionally, teachers should increase their knowledge of various instructional strategies to keep students engaged and motivated during the teaching-learning process.

Learning Outcomes and Educational Effectiveness of E-Learning as a Continuing Professional Development Intervention for Practicing Surgeons and Proceduralists: A Systematic Review

Electronic learning (e-Learning) has become a prevalent mode of delivering medical education. We aimed to determine the learning outcomes and educational effectiveness of e-Learning as a continuing professional development (CPD) intervention for practicing surgeons and proceduralists. We searched MEDLINE databases and included studies reporting learning outcomes of e-learning CPD interventions for practicing surgeons and physicians performing technical procedures. We excluded articles only studying surgical trainees and those not reporting learning outcomes. Two reviewers independently screened, extracted data, and assessed study quality using the Critical Appraisal Skills Programme (CASP) tools. Learning outcomes and educational effectiveness were categorized using Moore's Outcomes Framework (PROSPERO: CRD42022333523). Of 1307 identified articles, 12 were included- 9 cohort studies, one randomized controlled trial and 2 qualitative studies, with a total of 2158 participants. Eight studies were rated as moderate, five as strong, and 2 as weak in study quality. E-Learning CPD interventions included web-based modules, image recognition, videos, a repository of videos and schematics, and an online journal club. Seven studies reported participants' satisfaction with the e-Learning interventions (Moore's Level 2), 4 reported improvements in participants' declarative knowledge (Level 3a), 1 reported improvements in procedural knowledge (Level 3b) and five reported improvements in participants' procedural competence in an educational setting (Level 4). No studies demonstrated improvements in participants' workplace-based performance, the health of patients, or community health (Levels 5-7). E-Learning as a CPD educational intervention is associated with high satisfaction and improvements in knowledge and procedural competencies of practicing surgeons and proceduralists in an educational setting. Future research is required to investigate whether e-Learning is associated with higher-level learning outcomes.

PENGEMBANGAN KONTEN SISTEM PENGELOLAAN PEMBELAJARAN (SIPEJAR) MATAKULIAH DESAIN PEMBELAJARAN ANAK USIA DINI BERBASIS CASE METHOD & TEAM BASED PROJECT

The development of information technology in the 21st century has a very significant impact on the educational mindset. Early childhood education as one of the most basic educational institutions has a very strategic role in building children's character so that they have readiness to face challenges and can become citizens of global diversity. The reorientation of early childhood education can be done by designing innovative and productive learning so that children can master high-level learning outcomes, which are in accordance with 21st century competencies and the profile of Pancasila students. But in reality, most early childhood teachers and students in early childhood education teacher education department have not been able to make learning designs that lead to these competencies. This can be seen from the evaluation of the learning design made by the teacher and the needs analysis of the students who attend the Early Childhood Learning Design course. This condition causes the need for the development of innovative learning designs and implemented in the learning management system (SIPEJAR). Sipejar's content components were developed simultaneously and comprehensively including RPS, dictation, motion graphics, audio content, info graphics, explainer videos and assessment tools. The method used in this research is research and development of the ADDIE model. To test the feasibility of the resulting product, material and media expert validation was carried out, limited group trials and broad group trials. The results of the study indicate that the content of the Learning Design course is very feasible to be used in lectures that are systematically and sequentially loaded in Sipejar.
 
 Keywords: SIPEJAR, learning design, Case Method & Team Based Project, early childhood

The effect of a problem-based learning model on high school students' human values

Different methods are needed in the field of vocational education to ensure that students associate the knowledge they have learned with real-life situations. Considering that problem-based learning (PBL) techniques also have important effects in the context of human values, this study aimed to investigate the effects of PBL models on high school students' human values. A mixed-method approach and expansive sequential pattern were used. Quantitative data were obtained through a quasi-experimental method that employed the Human Values Scale as a measurement tool, applied to 32 vocational and technical high school students in Turkey. In the qualitative dimension, focus group interviews were conducted with six student participants. Non-parametric statistical techniques and content analysis were performed, and results showed that there was a strong relationship between the PBL model and students’ human values; human values were positively affected and increased in all but one of the scale items. It was concluded that PBL can result in high-level learning outcomes and has a positive effect on learning and human values in general.

TEAMwork! An Innovative Hospital Medicine Teaching Program to Enhance Learners' Educational Experience.

Workplace-based learning and assessment are dependent on frequent observations, feedback, teaching, and evaluations. Yet high physician workload and multiple learners limit these efforts. A local needs assessment demonstrated insufficient direct observations, small-group teaching, and high-quality evaluations for learners. In response, the authors developed and implemented Teaching Excellence Among Medical providers (TEAM), a teaching program to enhance the educational experience of learners in pediatric hospital medicine (PHM). The TEAM program, grounded in a self-regulated learning framework, launched in 2019. The University of Colorado Department of Pediatrics provided salary support. TEAM hospitalists completed professional development for teaching and feedback skills. During their TEAM shifts, they observed, provided feedback, completed evaluations, and led teaching sessions for learners on PHM rotations. The program's impact was evaluated by using an electronic work tracking form and surveying learners, attending hospitalists, and TEAM hospitalists, leading to iterative program improvements. Over an 18-month period, TEAM hospitalists completed 1,573 direct observations, 265 teaching sessions attended by 1,921 learners, and more than 497 learner evaluations. Survey results showed that 95% of learners indicated TEAM was "very effective" or "somewhat effective" in helping achieve individualized learning goals, and a similar percentage "strongly agreed" or "agreed" that TEAM hospitalists were effective educators. Eighty-four percent of attending hospitalist survey respondents reported TEAM contributed "very much" or "somewhat" to learner education. Attending hospitalists particularly appreciated TEAM's ability to focus on learners identified as struggling, while TEAM hospitalists rated observation of rounds and small-group teaching sessions as the most valuable TEAM activities. The TEAM program employed concepts of self-regulated learning to enhance education in PHM through direct observation, feedback, written evaluations, and teaching efforts. This program can mitigate many challenges facing attending physicians and can serve as a model for other institutions. Next steps include evaluation of higher-level learning outcomes.

Achieving Deep Learning through Integration of 360° Virtual Reality Tour, Hands-on Experience, and Simulation-Based Design in a Project-Based Laboratory

We present an integrated project-based learning (PBL) asset integrating 360° virtual reality tour, high-fidelity simulation, and simulation-based design for chemical engineering laboratory courses. The 360° virtual reality tour integrated with videos and learning lessons of distillation equipment components is based on a pilot-scale distillation column of the standard industrial design and an authentic separation system of renewable bioethanol. The dedicated simulation modules, tailored for process simulation and simulation-based design anchored on rigorous theoretical methods, provide students with accurate process performance scenarios and genuine process design practice. The unique combination of virtual reality and high-fidelity simulation enables students of all academic years to explore the connections among the process equipment and operation, underlying concepts, simplifying assumptions and sustainable design with high-level efficiency, depth, and flexibility. The integrated learning modules also contain content-appropriate learning activities and expected learning outcomes for all academic levels, and culminates in senior year as a project-based design laboratory focusing on sustainable design of equipment, systems, and processes, along with hands-on laboratory. Altogether, the integrated learning based on the exploration of the real-world process is structured to support efficient, student-oriented, and design-centric learning for students to acquire knowledge and engineering skills of integrated real-world systems and develop cognitive ability for problem solving. In particular, the integrated learning in the open-ended PBL with design component is expected to help students achieve higher-level learning outcomes and critical engineering skills.

Constructivist-based experiential learning: A case study of student-centered and design-centric unit operation distillation laboratory

This paper presents the rationale for incorporating engineering design into project-based laboratory learning. To ensure an effective and efficient pedagogy for the new laboratory format, we placed the emphasis of the pedagogical framework on constructivist learning for deep laboratory learning, and integrated experiential learning cycle with cyclic engineering design to formulate a sequential instruction and formative assessment methodology. The implementation of the pedagogy was exemplified using a case study of a concrete distillation design consisting of conceptualizing the design, reasoning the adequacy and experiment-based validation of the design correlations, and verifying the final design as per experimental observations. The impact of the novel lab format on student learning experience was surveyed and compared to that of a traditional laboratory. The survey results revealed that the project-based laboratory with design resulted in an improved learning experience in addressing high-level learning outcomes and engineering skills. Evidence of the survey also suggested that the sequential instruction and formative assessment methodology was effective with every stage of the experiential learning and formative assessment essential for the successful and efficient implementation of the project-based laboratory learning.

Developing SIPCaR projects utilizing modern technologies

Due to the onset of the COVID-19 pandemic, the education sector responded quickly to change the mode of delivering instructions to students in hybrid learning. Since in-school learning is no longer feasible, schools are devising teaching-learning pedagogies that are practical to achieving positive students' learning and quality instruction. This study aims to find out the impact of science investigatory projects, capstone projects, and robotics (SIPCaR) to students' engagement, and research and development (R&D) skills, and learning outcomes. Using purposive sampling and mixed-method research design, results revealed that students were very engaged, their R&D skills and learning outcomes proficiency are highly evident. Students were very cognitively engaged, behaviorally engaged, socially engaged, and moderately emotionally engaged, with means 4.27, 4.16, 4.41, and 3.44, respectively. Their R&D skills consist of analytical skills, information seeking skills, problem-solving skills, communication skills, and methodology skills are proficient with means 4.10, 4.06, 3.80, 4.30, and 3.78, sequentially. The findings of the study prove that, if appropriately implemented, SIPCaR projects open countless opportunities for students to achieve high-level learning outcomes, collaborate and innovate modern technologies that could potentially help emerging societal problems. Despite the challenges posed by the health crisis, STEM educators may formulate activities that result in students' holistic development in a remote classroom setting.

Peningkatan Hasil Belajar Tingkat Tinggi Muatan Pembelajaran IPS Materi Makna Proklamasi Kemerdekaan Melalui Pembelajaran COVID-19 Metode Blended Learning pada Kelas VI UPTD SDN 01 Tanjuang Haro Sikabu-Kabu Pd. Panjang Semester Ganjil Tahun Pelajaran 2021

The purpose of this study was to describe the use of this study. The purpose of this study was to describe the use of Blended Learning Covid-19 learning methods to improve students' high-level learning outcomes in social studies learning content in class VI UPTD SDN 01 Tanjuang Haro Sikabu-Kabu Pd. Panjang. This type of research is Classroom Action Research. The research was carried out based on classroom action research steps with two cycles starting from the planning, implementation, observation, and reflection stages. The results of research data analysis show that the use of a scientific approach to the Blended Learning method can improve the ability of teachers to prepare high-level questions. This is evidenced by the acquisition of a score of 64.58 in the pre-cycle, increased to 72.91 in the first cycle, and increased to 89.58 in the second cycle. Furthermore, the results of the study of descriptions also experienced an increase, namely 64.10 in the pre-cycle increased to 76.92 in the first cycle of activities and increased to 87.71 in the second cycle. Furthermore, the learning outcomes of students' knowledge also increased, namely 68.07 in pre-cycle activities, increasing to 75.57 in the first cycle, increasing again to 81.61 in the second cycle with a large increase of 13.54. The learning outcomes of the skills aspect obtained an average of 66.34 in the pre-cycle, increasing to 76.15 in the first cycle and increasing again to 80.07 in the second cycle with a percentage increase of 13.73. Based on the results of this study, the conclusions of the research using the scientific approach of the Blended Learning method on the content of social studies learning need to be applied and developed in order to improve the quality of education.

Peningkatan Hasil Belajar Tingkat Tinggi Muatan Pembelajaran IPA Tema Selalu Berhemat Energi Melalui Pembelajaran Covid-19 Metode Blended Learning Pada Kelas IV UPTD SDN 01 Tanjuang Haro Sikabu-Kabu Pd. Panjang Semester Ganjil Tahun Pelajaran 2021/2022

The purpose of this study was to describe the use of blended learning method for covid-19 learning to improve students' high-level learning outcomes in science learning content in class IV UPTD SD Negeri 01 Tanjuang Haro. This type of research is Classroom Action Research. The research was carried out based on classroom action research steps with two cycles starting from the planning, implementation, observation and reflection stages. Data were obtained from the research subjects, namely teachers and students of class IV, totaling 19 people, which was held from July to July. September 2021. The results of the research data analysis show that the use of a scientific approach with the blended learning method can improve the ability of teachers in preparing high-level questions. This is evidenced by the acquisition of a score of 62.50 in the spracycle, increased to 72.91 in the first cycle, and increased to 89.58 in the second cycle. Furthermore, the results of the study of descriptions also increased, namely 61.53 in the pre-cycle, increasing to 76.92 in the first cycle of activities, and increasing to 87.71 in the second cycle. Furthermore, the learning outcomes of students' knowledge also increased, namely 69.15 in pre-cycle activities, increasing to 75.26 in the first cycle, increasing again to 84.21 in the second cycle with a large increase of 15.06. The learning outcomes of the skills aspect obtained an average of 62.94 in the pre-cycle, increasing to 71.94 in the first cycle and increasing again to 82.68 in the second cycle with a percentage increase of 19.74. Based on the results of this study, the conclusions of the research using the scientific approach of the blended learning method on the content of science learning need to be applied and developed in order to improve the quality of education.

Peningkatan Hasil Belajar Tingkat Tinggi Mata Pelajaran Bahasa Inggris Materi Analytical Exposition Melalui Pembelajaran Covid-19 Metode Blended Learning Pada Kelas XI IPS 6 SMAN 1 Kecamatan Harau Semester Ganjil Tahun Pelajaran 2021/2022

The purpose of this study is to describe the use of blended learning Covid-19 learning to improve high-level learning outcomes of students in English subjects in Class XI IPS 6 SMAN 1 Harau District. This type of research is Classroom Action Research. The research was carried out based on classroom action research steps with two cycles starting from the planning, implementation, observation and reflection stages. Research data in the form of test results, learning observations, field notes, and documentation of each learning improvement action. The source of research data is the process of learning activities. Data were obtained from the research subjects, namely teachers and students of class XI IPS 6, totaling 37 people, which was held from July to July. October 2021. The results of the research data analysis show that the use of a scientific approach to the blended learning method can improve the ability of teachers to prepare high-level questions. This is evidenced by the acquisition of a score of 64.58 in the spracycle, increased to 72.91 in the first cycle, and increased to 89.58 in the second cycle. Furthermore, the results of the study of descriptions also experienced an increase, namely 64.10 in the pre-cycle, increasing to 76.92 in the first cycle of activities, and increasing to 87.71 in the second cycle. Furthermore, the learning outcomes of high-level thinking students in the knowledge aspect have increased, namely 68.07 in pre-cycle activities, increasing to 79.35 in the first cycle, increasing again to 81.75 in the second cycle with a large increase of 13.68. The learning outcomes of skills aspect obtained an average of 68.45 in the pre-cycle, increasing to 77.89 in the first cycle and increasing again to 80.89 in the second cycle with a large increase of 11.44. Based on the results of this study, the conclusions of research using a scientific approach to the blended learning method in English subjects need to be applied and developed in order to improve the quality of education.

PENINGKATAN AKTIVITAS BELAJAR DAN KETERAMPILAN BERPIKIR TINGKAT TINGGI PESERTA DIDIK MELALUI IMPLEMENTASI MODEL THINK PAIR SHARE DALAM PEMBELAJARAN MATEMATIKA DI MTs NEGERI 3 REMBANG JAWA TENGAH

Higher-order thinking skills are the ability of students to analyze, evaluate, and create. Students with good higher-order thinking skills will have the drive to think broadly and deeply about the subject matter and be able to solve contextual problems based on critical and rational arguments. The results of observations of the mathematics learning process at the research site indicate that students tend to be less active in participating in learning, so high-level learning outcomes tend to be unsatisfactory. To solve these problems, the researchers made improvements to the quality of education by implementing the think pair share model. The learning improvement process was carried out in two cycles. The progress in learning indicates that students' learning activities and higher-order thinking skills have increased. Students' learning activities have grown from the initial cycle to the final stage of the learning process. The improvement in learning also shows that students' higher-order thinking skills have increased after taking action. Higher-order thinking skills of students have improved from the initial cycle to the final stage, with the average value in the initial cycle, cycle 1, and cycle 2, respectively, being 35, 55, 95. The average higher-order thinking skill has increased from the initial stage to the final stage, from the initial condition to cycle 1 of 57.14%, and cycle 1 to cycle 2 of 72.73%. The research results obtained are under the indicators of research success, namely improving learning through implementing the think pair share model, successfully increasing learning activities, and students' higher-order thinking skills.
 
 Keywords: think pair share, aktivitas, keterampilan berpikir tingkat tinggi

Interprofessional communication in medical simulation: findings from a scoping review and implications for academic medicine

BackgroundInterprofessional communication is fundamental to the delivery of healthcare and can be taught in medical school and other health professional schools through interprofessional education (IPE) activities. Simulation centers have become a predominant location for simulation IPE activities with infrastructure able to support high fidelity activities in a controlled environment. In this secondary analysis of a scoping review conducted on simulation-based IPE, we describe the characteristics of previously reported simulation IPE activities involving undergraduate medical students in a simulation center focused on interprofessional communication.MethodsElectronic searches of PubMed, CINAHL, and ERIC databases in accordance with PRISMA-ScR guidelines were conducted to isolate relevant articles from 2016–2020. In total, 165 peer-reviewed articles met inclusion criteria and data extraction linked to four research questions was applied by one individual and the accuracy was confirmed by a second individual. A secondary analysis was performed to describe what existing approaches for simulation IPE in simulation center settings have been used to explicitly achieve interprofessional communication competencies in undergraduate medical education. A sub-dataset was developed from the original scoping review and identified 21 studies describing simulation IPE activities that took place in dedicated simulation centers, targeted the IPEC interprofessional communication domain, and involved undergraduate medical students.ResultsThough diverse, the majority of simulation IPE activities described high-fidelity approaches involving standardized patients and utilized assessment tools with established validity evidence in IPE activities to measure learning outcomes. A minority of simulation IPE activities were described as hybrid and utilized more than one resource or equipment for the activity and only two were longitudinal in nature. Learning outcomes were focused predominantly on modification of attitudes/perceptions and few targeted higher levels of assessment.ConclusionsEducators charged with developing simulation IPE activities for medical students focused on interprofessional communication should incorporate assessment tools that have validity evidence from similar activities, target higher level learning outcomes, and leverage hybrid models to develop longitudinal simulation IPE activities. Though an ideal environment to achieve higher level learning outcomes, simulation centers are not required for meaningful simulation IPE activities.

Qualitative Analysis of a Virtual Near-Peer Pediatric Boot Camp Elective.

ObjectiveTo explore fourth-year medical students’ experience with a virtual, near-peer facilitated pediatric boot camp through the lens of self-determination theory (SDT).MethodsWe developed a virtual pediatric boot camp elective for fourth-year medical students pursuing pediatric residency using Kern’s six steps of curriculum development. The two-week virtual elective consisted of facilitated video conferences and small group discussions led by two senior pediatric residents. Semi-structured focus groups were conducted after elective completion. Using SDT as our conceptual framework, we explored participants’ experience with the near-peer facilitation of the boot camp. Focus group recordings were transcribed and thematically analyzed using deductive coding for SDT, with inductive coding for themes outside the theory’s scope. Saturation was reached after three focus groups. The codebook was iteratively revised through peer debriefing between coders and reviewed by other authors. Credibility was established through member checking.ResultsNinety-two percent of eligible medical students (n = 23/25) participated in the boot camp with attendance ranging from 18–21 students per session. Twelve students (52%) participated in three focus groups. Qualitative analysis identified five major themes. Four themes consistent with SDT emerged: competence, autonomy, relatedness to near-peers, and relatedness to specialty/institution. The learning environment, including the virtual setting, emerged as an additional, non-SDT-related theme.ConclusionsMedical students’ experience with our virtual boot camp closely aligned with SDT. Near-peer relatedness emerged as a unique theme which could be further investigated in other aspects of medical student education. Future research could evaluate higher-level learning outcomes from near-peer educational opportunities.Supplementary InformationThe online version contains supplementary material available at 10.1007/s40670-021-01466-w.

THE EFFECT OF GUIDED INQUIRY MODEL ON HIGHER ORDER THINKING SKILLS REVIEWED FROM CHEMICAL LITERACY

Abstract. The change in the educational paradigm in the 21st century requires students to have good basic knowledge and understanding to develop Higher Order Thinking Skills (HOTS). Chemical equilibrium is an abstract material and complex, so it requires good thinking skills to understand the concepts. This Study aims to determine the effect of the application of guided inquiry models on HOTS in chemical equilibrium. This research uses Pre-Experimental Design with One Shot Case Study model with 25 students of Billfath University as subjects. The data were collected using the HOTS test instrument in the form of 15 multiple choice questions. Hypothesis testing used the Independent Sample T-test (non-parametric). The results showed (1) the high-level learning outcomes of students with high initial abilities were better than students with low initial abilities, (2) there was a significant effect of applying the model Guided inquiry learning towards student high-level learning outcomes.

Experience of Online Learning the Elective Course “Competency-Based Approach in Pharmacy Education” in Bogomolets National Medical University

The article focuses on the experience of online learning the elective course “Competency-based approach in Pharmacy education” for pharmacy students of the first year of study at the Bogomolets National Medical University. Course was designed to discuss actual information on the development of competency-oriented higher pharmaceutical education in Ukraine and increase Ukrainian students’ understanding of actual role of the pharmacist as health care professional. The 3.2-credit hours elective course consisted of five lectures (ten hours), ten seminars (twenty hours) and independent work of students (sixty-six hours). The article represents information about the structure of the course and its online form organizing due to the COVID-19 pandemic in 2020/2021 academic year. There were 162 students enrolled in this course. The course was evaluated using student evaluation survey. Overall, students felt that the course was educational, engaging, and well organized with effective delivery of material. This elective course was successfully conducted achieving the high level learning outcomes and was well received by the students.

Advancing accounting education using LEGO® Serious Play simulation technique

ABSTRACT This paper investigates the impact of the LEGO® Serious Play simulation technique on accounting students’ learning outcomes. Data is from a stratified random sample of undergraduate accounting students at a leading higher education institution in the United Arab Emirates (UAE) emerging market. This paper uses parametric statistical analysis techniques to test the study hypothesis. The empirical findings indicate significant differences between LEGO® Serious Play simulation and traditional learning techniques on students’ learning outcomes. More specifically, the use of LEGO® Serious Play simulation significantly improves accounting students’ higher-level learning outcomes, such as Analysis skills. In comparison, the traditional teaching technique attains a significant positive impact on accounting students’ lower-level learning outcomes such as Knowledge and Application skills. The Comprehension learning skills showed no significant difference between the two teaching methods. This paper highlights the importance of alternative instructional approaches to enhance accounting students’ learning outcomes and support accounting educators teaching activities.

Health After Cancer: An Innovative Continuing Medical Education Course Integrating Cancer Survivorship Into Primary Care.

The transition from oncology care back to primary care after cancer therapy is challenging for cancer survivors who seek services that address the effect of their cancer history on their present health. Lack of knowledge about the health needs of cancer survivors is a barrier to incorporating survivorship care into primary care practice. Formal training in cancer survivorship is rarely included in medical education and presents an opportunity for intervention. The authors developed (January 2019-March 2020) an online continuing medical education (CME) course for primary care physicians (PCPs) that launched in April 2020. Course design and content were informed by critically reviewing cancer survivorship CME courses and understanding cancer survivors' clinical experiences in a primary care setting. The course aims to pique learners' interest through a concise, practical educational experience using peer-to-peer primary care-focused instruction in a case-based, multimedia-enriched format. In the course, 4 patient cases illustrate the physical and psychological effects of cancer treatment, and a primary care narrator demonstrates ways to approach these concerns during a clinic visit, providing tips for empathic communication with cancer survivors. The course development team-including a PCP, medical and pediatric oncologists, and medical educators with expertise in instructional design-used an iterative process to review and revise the content. PCPs and specialists reviewed the script and provided constructive feedback that was incorporated into revisions. The authors will evaluate course effectiveness based upon user experience and perceived effect on clinical practice and professional growth. A follow-up survey will assess barriers to course completion and durability of effect. Future directions include dissemination of the course to a broader audience including medical trainees, evaluation of higher-level learning outcomes (e.g., effect on PCPs' clinical practice), and adaptation of the course for patients with a focus on self-management.