Key Learning Outcomes Research Articles

Comparing three methods to assess learning outcomes for a suicide prevention training program for pharmacy staff

ObjectiveTo examine whether pharmacists and pharmacy staff who complete a suicide prevention gatekeeper training program (Pharm-SAVES) react similarly to a written patient case, a live simulated patient (SP), and a prerecorded SP case. MethodsAfter completing the 30-min Pharm-SAVES training, participants completed a written patient case via survey and then, 1 month later, completed a prerecorded SP and live SP interaction via Zoom. For each assessment type, we documented whether the participant asked about suicide and referred the patient to the Suicide and Crisis Lifeline (988). ResultsParticipants (n = 12) asked about suicide in 8 (67 %) written patient cases, 9 (75 %) prerecorded SP cases, and 8 (67 %) live SP cases. Participants referred patients to 988 in 8 (67 %) written patient cases, 5 (42 %) prerecorded SP cases, and 10 (83 %) live SP cases. ConclusionThe number of participants who asked about suicide was similar regardless of assessment type; however, referrals to the Suicide & Crisis Lifeline happened less often with the prerecorded SP cases. InnovationThis is the first study to compare key learning outcomes of pharmacy suicide prevention gatekeeper training across written, live, and prerecorded SP encounters.

Grow Your Own School Mental Health Specialists: A Policy Pilot to Address Behavioral Health Workforce Shortages in Schools.

The capacity of schools to address behavioral health concerns presents an emerging challenge, exacerbated by major shortages in the workforce. Schools across the U.S. are struggling to hire licensed behavioral health professionals, with additional barriers encountered when seeking to hire practitioners with experience in educational settings. In 2023, a school district in the suburbs of Columbus, Ohio, partnered with The Ohio State University to launch a "grow your own" policy pilot. The priorities focused on addressing workforce shortages and leveraging the experiences of current teachers/staff to support growing needs related to student mental health and well-being. More specifically, the district utilized COVID-19 relief funds to recruit, train, and transition 25 teachers/staff into school mental health positions by underwriting the costs of each professional's Master of Social Work (MSW) degree. Here, we (a) describe the district-university partnership and the processes guiding the implementation of the "grow your own" model, (b) distill preliminary findings about district needs regarding behavioral health, and (c) explore facilitators, barriers, and outcomes associated with learning among participants in the program. The findings from a district-wide staff survey indicated a high level of need for individual counseling, crisis intervention, and small group interventions. Additionally, qualitative interviews revealed that learning among the program's participants was facilitated by effective classroom strategies and specific learning experiences integral to the program's design. These facilitators supported key learning outcomes, including general social work knowledge, self-awareness, and therapeutic skills that are foundational for engaging with students, parents/families, teachers/staff, and the broader school community. This innovative policy pilot and training model demonstrate how universities and local educational agencies can partner to address workforce development challenges at the intersection of behavioral health and education.

Implementing an Environmental Contaminants Deliberation Module in General Chemistry.

Placing chemistry in the context of complex societal issues is one way to help students see the application of fundamental ideas in the general chemistry curriculum. Here, we describe the impact of an in-class deliberation on environmental contaminants, which encourages students to consider different perspectives when addressing the issue of water and soil quality in communities. Student surveys were used to analyze the quality of the deliberation and several key factors regarding student attitudes before and after the activity. Students report a high-quality experience during the deliberation, wherein new ideas were introduced and they carefully considered different views on the issue at hand. Not only do students gain scientific knowledge about lead contamination, they also demonstrate statistically significant gains in their attitudes toward chemistry and their motivation to take action. As a complement to traditional teaching methods, this deliberation module can address key learning outcomes in systems thinking and the impact chemistry has on society.

Utilising Features of Sport Commentating to Provide a Framework for Co-Teaching the Online Lecture

Higher education teaching abruptly changed during the COVID-19 pandemic to remote, on-line learning and teaching. The use of on-line communication software to teach became the norm and remains at many institutions. This software contains features, such as the chat, that offer teaching and learning advantages; however, potential benefits can be challenging to realise for academics used to traditional modes of lecture delivery. In most cases a solo-taught lecture designed for a physical room does not transition well to the on-line space. Co-teaching, which involves two or more academics teaching the same class, is a pedagogy that can improve engagement and satisfaction for students and academics alike. However, how co-teaching can transition to the on-line space and take full benefit of the communication software features is not well known. We recognised that some aspects of sports announcing (commentating) align with desirable qualities of co-teaching on-line. In this paper we use these features to develop a practical framework for co-teaching in the on-line space and evaluate the model in a second-year university science subject. Using data from student surveys, we found that the co-teaching model helped integrate the chat functionality into the main lecture and led to improved engagement and enjoyment of on-line classes. The model also assisted students in identifying key learning outcomes. Using the framework as a practical guide for how to incorporate co-teaching into on-line classes helps realise the benefits of contemporary communication software.

Teaching and learning about race, culture, and environment in a predominately white institution

The environment and natural resource fields have traditionally centered western science, the scholarship of white men, and land conservation strategies that neglect historical inhabitants. These tenets have led to a narrow view of how conservation is defined and created challenges for BIPOC students and professionals to see themselves as full and equal participants in the environmental sciences. The Rubenstein School of Environment and Natural Resources has worked to address these shortcomings through courses designed to address issues of systemic racism and exclusion in the environmental field. In our student’s first year, we pair a fall course focused on communication skills with a spring course that addresses issues of racism and social justice in the environmental fields. We use the fall semester to create a learning community where students build relationships of trust, mutual regard, and care and develop a deeper understanding of their relationship with the environment. In the spring, we present students with a variety of frameworks to think critically about equity, inclusion, positionality, privilege, racism, and diversity. A key learning outcome is to help students consider how historical and present-day dynamics of race and racism have shaped the environmental field. Importantly, we focus on the voices and messages of environmental leaders who have historically been left out of popular environmental narratives. We outline lessons learned in the integration of diversity, equity, and inclusion into our environment and natural resources curriculum and ways to further enhance our centering of equity and inclusion in the curriculum.

Training needs and educational sources of European musculoskeletal specialists: learning outcomes of the IBSA International Academy – MSK Modules

Background: Building a meaningful training program for musculoskeletal (MSK) specialists is a major undertaking to improve the clinicians’ skills and ultimately patients’ outcome. The purpose of this study was to gather direct information from attendants of a training program called IBSA International Academy – MSK Modules on the perceived benefit of such initiative. Methods: The IBSA International Academy has been developed during 2021 by IBSA’s Global Medical Affairs department with the involvement and support of an international faculty composed by experts in the field that has become the scientific Board of the Academy. More than 100 specialists from several European countries attended one or more modules focused on ultrasound (US) and US-guided infiltration and were asked to answer (a) a short survey just after the modules were completed and (b) a more detailed survey several weeks after their return to daily practice. Results: A total of 114 specialists from 12 European countries attended the academy. The post-module evaluation form was completed by 94 (82.4%) and the follow-up survey by 30 (26.3%) participants. Response rate was highest for specialists from Nordic countries (50.0%) and lowest from Balkan countries (11.1%). The overall feedback of the participants to the academy was overwhelmingly positive both immediately and medium–long term after return to daily practice. About 57% of responders indicated mastering US and 30% indicated a better understanding of the anatomy as a key learning outcome of the academy. The added value of networking between peers and of direct contact with the experts in the faculty was mentioned by 77% and 53% respectively.

Towards a multidimensional measure of self-efficacy in the adult learning ecosystem

ABSTRACT For adults engaged in formal learning, self-efficacy judgements may have substantial impact on key learning attitudes and outcomes. A complex systems/person-centric perspective emphasises the importance of contextual features of adult life, yet extant study of self-efficacy is largely constrained to judgements of competence in course activities. This approach may omit critical information about adult learners’ motivational beliefs. We developed a multidimensional measure of adult learning self-efficacy and provided initial validation data using a sample of 1200 working adults in an online Masters of Computer Science degree program. Our results suggest that adult learning self-efficacy (SE) is a multidimensional construct assessing self-perceived competence in 1) integrating learning and non-learning demands (Adaptive SE), 2) achieving mastery of course content (Academic SE), and 3) leveraging learning for professional growth (Transfer SE). Academic SE was further distinguishable by efficacy for memory and problem solving (Academic-MP) and for maintaining attentional focus (Academic-F). Our measure contributes to the literature on adult learning ecosystems by expanding research on motivational beliefs to include self-efficacy for managing critical contextual features of adult learning.

Cognitive load theory in workplace-based learning from the viewpoint of nursing students: application of a path analysis

PurposeThe present study aimed to test the relationship between the components of the Cognitive Load Theory (CLT) including memory, intrinsic and extraneous cognitive load in workplace-based learning in a clinical setting, and decision-making skills of nursing students.MethodsThis study was conducted at Shahid Sadoughi University of Medical Sciences in 2021–2023. The participants were 151 nursing students who studied their apprenticeship courses in the teaching hospitals. The three basic components of the cognitive load model, including working memory, cognitive load, and decision-making as the outcome of learning, were investigated in this study. Wechsler’s computerized working memory test was used to evaluate working memory. Cognitive Load Inventory for Handoffs including nine questions in three categories of intrinsic cognitive load, extraneous cognitive load, and germane cognitive load was used. The clinical decision-making skills of the participants were evaluated using a 24-question inventory by Lowry et al. based on a 5-point scale. The path analysis of AMOS 22 software was used to examine the relationships between components and test the model.FindingsIn this study, the goodness of fit of the model based on the cognitive load theory was reported (GIF = 0.99, CFI = 0.99, RMSEA = 0.03). The results of regression analysis showed that the scores of decision-making skills in nursing students were significantly related to extraneous cognitive load scores (p-value = 0.0001). Intrinsic cognitive load was significantly different from the point of view of nursing students in different academic years (p = 0.0001).ConclusionThe present results showed that the CLT in workplace-based learning has a goodness of fit with the components of memory, intrinsic cognitive load, extraneous cognitive load, and clinical decision-making skill as the key learning outcomes in nursing education. The results showed that the relationship between nursing students’ decision-making skills and extraneous cognitive load is stronger than its relationship with intrinsic cognitive load and memory Workplace-based learning programs in nursing that aim to improve students’ decision-making skills are suggested to manage extraneous cognitive load by incorporating cognitive load principles into the instructional design of clinical education.

Occupational therapy's role in promoting the "Learn the Signs. Act Early." developmental monitoring program to public health employees.

Occupational therapists can play a key role in early identification of delay at the population health level by providing education to public health employees on how to implement developmental monitoring with caregivers of children birth to age 5. A pretest posttest design was utilized to assess the online education and training that was provided to Department of Public Health employees (N = 339), including Head Start, Special Supplemental Nutrition Program for Women, Infants and Children, Home Visiting, and Early Intervention. Analysis of pretest-posttest survey data showed significant results for all 12 key learning outcomes. Six out of 12 outcomes were found to have a large effect size (d > 0.8), 4 outcomes indicated a medium effect size (d > 0.5), and 2 outcomes had a small effect size (d > 0.2). Participants gained knowledge of the "Learn the Signs. Act Early." (LTSAE) developmental monitoring program, the difference between developmental monitoring and screening, the state's referral system and age-appropriate parental engagement activities through knowledge of child development. Occupational therapists are child development specialists who can provide education on developmental monitoring and activities for parental engagement. The online course proved to be an effective platform to promote LTSAE within state agencies.

Short and long(er)-term returns of self-efficacy’s latent growth: class attendance and longitudinal impact on knowledge, proximal and distal interest

The broad relationship between students’ self-efficacy and interest has been highlighted for decades. This, along with the inherently developmental nature of learning, calls for a more thorough examination of the way fluctuations in students’ self-efficacy influence their interest in learning within a single course over an academic year and beyond. The present study investigated how the latent growth of students’ self-efficacy beliefs over time influenced their interest in a particular subject area, both short-term (3 weeks) and long-term (47 weeks). Data were collected at eight intervals: four times for self-efficacy within one academic year and three times for domain interest during the following academic year, primarily through weekly e-learning activities at a Japanese university. Attendance over three academic semesters, standardised achievement over one academic year (with prior knowledge control), and domain interest were modelled as outcomes in a latent structural equation model that encompassed a latent curve for self-efficacy beliefs throughout the course of study. The distinct contributions of both the baseline and the growth rate of self-efficacy beliefs to the variance in students’ domain interest over the short and longer term were confirmed by the study. Over the course of two academic years, it was found that the growth rate of self-efficacy, relative to its baseline, became increasingly more important for key learning outcomes such as students’ domain interest.

Assessing First-Year (M1) Medical Students’ Understanding of Blood Glucose Control Using a “Backward Design” Asynchronous Physiology Lecture

Introduction: Backward design, an instructional model outlined by Wiggins and McTighe, emphasizes identifying key learning outcomes (LOs) that students must be able to perform after learning about a topic. It requires educators to first develop authentic assessments aligned with the key LOs, which form the basis of course content and activities. The majority of medical students across the United States encounter lecture-based learning in their first two years of basic sciences curriculum with little opportunity for hands-on training to build on necessary learning skills for future application in the clinic. Compared to traditional lecturing, a backward-designed session with planned activities may better develop medical students’ critical thinking and problem-solving skills. Our goal was to redesign a traditional first-year medical school lecture using the backward design model, and compare student perceptions and understanding of key concepts. Methods: We redesigned a traditional lecture on the topic, “Blood Glucose Control” from Fall 2022, using a backward design framework, and delivered it in Fall 2023. For redesign, we re-evaluated our LOs, and ensured that they aligned with the four assessment questions that we developed, which were used to build session content. We then compared student perceptions of learning and their performance on assessments between the two years. In both years, this topic was delivered asynchronously along with four assessment questions in the foundational course offered to 125 first-year medical students (M1s). Results: LOs were edited to include specific concepts that were tested on the four assessment questions. Upon mapping, we found that certain learning objectives were not adequately covered in the lecture, so we followed an iterative process to edit lecture content and created two activities, such as a clinical case branching scenario and a drag-and-drop activity. Of the 125 M1s, the four assessment questions in the years 2022 and 2023 were completed by a total of 50 and 60 students respectively. The average score for M1 students in Fall 2022 was 68.3562 (SEM=4.241577536) while those for students in Fall 2023 was 72.76966667 (SEM=3.655350463) ( p=0.617). Conclusion: Our results demonstrate an upward movement of the average score among students from Fall 2023 when a backward-design framework was used, compared to that of Fall 2022 students who received the traditional lecture. Although not statistically significant, the backward-design framework benefitted medical student performance when compared to traditional lecturing. Additionally, our research introduces innovative ways of incorporating interactive student activities in an asynchronous lecture that medical educators can implement into their own courses. Our future directions include comparing student perceptions between the two lecturing styles and correlating it with their performance. No funding sources to disclose. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

The Demands for Accounting Graduates of BPO Industry: An Exploratory Study of the Learning Outcomes Required

The Demands for Accounting Graduates of BPO Industry: An Exploratory Study of the Learning Outcomes Required

Domains, competences and learning outcomes for undergraduate education in periodontology.

This review is intended to adapt the current conceptual framework in dental education based on four domains to propose a set of competences, learning outcomes and methods of teaching, learning and assessment for undergraduate education in periodontology. Based on the current framework of competences and learning outcomes recommended by the Association for Dental Education in Europe (ADEE), undergraduate education in periodontology has been updated using the classification and clinical practice guidelines for the diagnosis and treatment of periodontal and peri-implant diseases. Specific learning outcomes have been proposed within each competence area, that is in Domain I (n = 10), Domain II (n = 13), Domain III (n = 33) and Domain IV (n = 12). Teaching methods and learning activities based on the different dimensions of the cognitive process have been proposed. Additionally, 10 key learning outcomes have been proposed as exit outcomes, which implies their accomplishment within the final assessment of any graduating student.

Pragmatism in industrial modelling: An application to ladle lifetime in the steel industry

A methodology for building pragmatic physics-based models is here adapted to predict the erosion of ladle linings in the steel industry, in order to support operators when deciding whether the lining can be used safely for another heat. A defective lining may allow 140 t of molten steel to spill, with disastrous consequences for workers and plant. The adopted work flow for the development, challenges faced, and some model results are presented. One key learning outcome is that model development should allow time for maturing the process understanding, as well as for many iterations by 'questions-responses and actions' at various stages in the model development. Good interaction between the development team and industry case owner is an important success factor. Combining or extending the model with the use of machine learning and cognition-related methods, such as knowledge graphs and self-adaptive algorithms, is discussed.

Teaching U.S. Constitutional Design: The Case of the “Genovian Revolution”

In the modern American politics classroom, ideological and partisan conflict have the capacity to interfere with a healthy classroom environment. This problem is increasingly apparent when students engage questions at the heart of U.S. Constitutional design. By asking students to inhabit fictional roles with preferences and attitudes that may differ from their own, classroom simulation activities present a potential solution to this issue. In the present study I introduce a two-week constitutional convention simulation that centers on the fictional Principality of Genovia. Working in groups, students assume roles within various segments of Genovian society who seek democratic representation following the sudden abdication of their autocratic prince. The simulation is designed to foreshadow key concepts in American government and politics. It does so in a way that allows for vociferous debate and conflict while sidestepping students’ preexisting ideologies and party attachments. It also provides a collaborative, active learning environment that fosters healthy classroom dynamics and encourages later collaboration. In a pre-post survey instrument, I test the effectiveness of the Genovian simulation in fostering key learning outcomes and enhancing the student experience vis-a-vis several other classroom modules, finding that the Genovian exercise is beneficial to students on several dimensions.

The effects of interim feedback on perceptions and outcomes of assessment in a first-year history course

ABSTRACT Research on the first year of higher education (FYHE) has shown that students benefit from scaffolding to ease the transition to university. Constructively aligned assessment and feedback are integral to a scaffolded approach. Low-stakes interim assessments and feedback can reduce uncertainties around higher-stakes assessments and help students meet key learning outcomes. This small-scale study investigated the effects of one-on-one interim feedback conversations (FCs) with students in a first-year modern history course. Two datasets were used and compared. First, the students were surveyed about their perspectives on FCs after they took place. Second, analytics data provided insights into engagement and assessment performance across the cohort. Considering these datasets alongside each other suggests that FCs, though a popular and beneficial feedback mode, are unlikely to override other known success factors. However, the positive reception and apparent benefits of FCs make them a viable option for implementing interim feedback in the FYHE.

Factors Influencing Undergraduate Students’ Online Learning Outcomes: A Structural Equation Modeling

Online learning is on the rise, and it is becoming an important mode of learning in higher education. However, there are limited models that explain the link between learners’ characteristics, learning processes, and outcomes in an online learning environment. This study aims to examine the influence of online self-regulation on the experiences and engagement of students during online learning processes and their outcomes in terms of satisfaction and academic performance. A quantitative correlational design was used to achieve the objective of this study. Data collection was carried out using an online survey. A total of 609 undergraduates from four public and private universities in Malaysia were sampled. The partial least squares structural equation modeling (PLS-SEM) was run to analyze the obtained data. The results showed that online self-regulation is a presage factor affecting online learning processes. It significantly and positively affects students’ experiences and engagement in an online environment. These three factors explained more than two thirds of the variance in satisfaction, a key learning outcome of online learning. However, its predictive value for academic performance was weaker. The developed model can be used as a framework to promote positive online learning outcomes among undergraduate students. The implications of the study and recommendations for future research are discussed in this paper.

Embedding sustainability education into hospitality, tourism, and events management curricula - a preliminary best practice model

With over seventy percent of millennials preferring to spend disposable income on experiences rather than consumer goods, organizations operating in the tourism, hospitality, and events sectors are predicted to see increasing demand. Despite being recognized as a major contributor to economic activity, these sectors have been criticized for being a root cause of environmental degradation, acculturation, economic leakage, and migration. The recent collapse of international travel firms with far-reaching consequences for employees, suppliers, and destinations has highlighted the vulnerability of organizations to volatility in the business environment and calls for a reassessment of business and leadership models. Since the adoption of the United Nations Sustainable Development Goals in 2015, sustainability initiatives are becoming more embedded into corporate strategies with an increasing focus on the triple bottom line. Following the creation of the Global Reporting Initiative Standards and sector-specific standards, there is a growing expectation that organizations demonstrate accountability for their sustainability initiatives. In Western societies, this reflects a shift away from the liberalist notion of the “Theory of the Firm” towards the sustainability paradigm. The purpose of this exploratory paper is to propose a preliminary framework for embedding innovative sustainability education in undergraduate degree programs. The paper first reviews UK-based guidelines for sustainability education at the university level. It then proposes a framework for the development of a corresponding curriculum audit tool that assesses how comprehensively sustainability education is embedded into undergraduate curricula. The University of Gloucestershire’s degree programs in International Hospitality and Tourism Management and Event Management are used as case studies to demonstrate how an audit tool design based on relevant principles can be used in practice for assessing and enhancing sustainability education. The paper recommends the further development of the tool into a best practice model integrating graduate attributes, key learning outcomes and skills, and an appropriate learning and teaching infrastructure. Transferability across subjects and transnationally is identified as an area for further research.

How to develop modelling competence for Vietnamese students

Developing modeling competence is an educational objective in many countries such as “SEP 2: Developing and Using Models” in Next Generation Science Standards (NGSS). In Vietnam, the new physics-education curriculum has clearly defined the key learning outcomes, including modeling-competence elements as well. Experiencing modelling cycle is an effective way to develop modelling competence for students. Our recent work studies which tool is suitable for students and how to integrate this tool in modelling activities. This paper presents the use of Coach 7 modelling software to investigate common physics phenomenon of oscillations, shows feasibility and effectiveness of these activities via tryout.

An Integrated Undergraduate Laboratory Exercise to Demonstrate Microbial Evolution

Understanding that evolution progresses through generation of DNA variants followed by selection is a key learning outcome for biology students. We designed an integrated and innovative undergraduate laboratory exercise using Saccharomyces cerevisiae to demonstrate these principles. Students perform in vitro experimental evolution by repeatedly propagating large or small yeast colonies on a weekly basis. Small-colony variants known as petites arise by mutations that disrupt aerobic respiration. To demonstrate the effects of increased mutation rates, half of the selection lines are exposed to ultraviolet irradiation. To understand how the petite phenotype arises, polymerase chain reaction (PCR) is performed to examine mitochondrial DNA, while biochemical assays are used to assess the ability of petites to undergo aerobic respiration. This exercise demonstrates evolution by artificial selection over a suitably short timeframe and links the results to a critical biochemical process: the role of mitochondria in aerobic respiration and ATP production. By implementing these experiments, we successfully demonstrated that the frequencies of petite mutants in evolved populations varied according to the selection pressure we applied, and that petite mutants carried deletions in mitochondrial DNA as anticipated. Through an integrated learning context, this practical exercise promotes fundamental understanding of evolutionary processes and fosters critical thinking skills.