Multiple Learning Modalities Research Articles

Needs of human resource professionals in implicit bias and disability inclusion training: A focus group study

BACKGROUND: BACKGROUND: Research investigating the implicit bias of employers towards individuals with disabilities emphasizes the importance of increased attention to implicit bias in the workplace. Previous research supports the use of trainings to promote awareness and education of implicit and explicit bias toward people with disabilities among employers. OBJECTIVE: The purpose of the current study was to better understand employers’ stigmatizing attitudes toward individuals with disabilities and develop effective strategies to increase awareness and knowledge related to these negative attitudes. METHODS: Two focus groups of HR professionals were conducted to investigate guidelines and content areas that should be included in training. Data was analyzed using qualitative content analysis (QCA) methodology. RESULTS: Researchers identified four major themes regarding guidelines for training development: 1) educational information on implicit and explicit bias, 2) disability inclusion information and strategies, 3) consideration of multiple learning modalities, and 4) case studies. CONCLUSION: Training interventions incorporating these needs and preferences of HR professionals may more effectively increase awareness of implicit bias in the workplace. Sharing evidence regarding implicit and explicit bias, along with current information on disability inclusion, while using varied instructional strategies may lead to a reduction in disability-related stigma and discrimination in the workplace.

Dampak Serta Efektifitas Pembelajaran Edutainment Anak Usia Dini di Lab School Audifa

Early childhood edutainment learning has emerged as a promising pedagogical approach that integrates education and entertainment to promote holistic development in young children. This study explores the impact and effectiveness of early childhood edutainment learning at the Audifa Lab School, a leading early childhood education institution in Indonesia. The study employed a mixed-methods approach, combining quantitative and qualitative data collection methods, to comprehensively assess the outcomes of the school's edutainment-based curriculum. Quantitative data were collected through standardized assessments of children's cognitive, social, and emotional development. These assessments revealed significant improvements in children's language skills, literacy development, numeracy skills, problem-solving abilities, and creativity. Moreover, children demonstrated enhanced social-emotional development, exhibiting greater self-regulation, empathy, and cooperation. Qualitative data were gathered through observations of classroom interactions, teacher interviews, and parent surveys. These findings provided rich insights into the implementation of edutainment activities and the positive impact they had on children's engagement, motivation, and overall learning experience. Teachers reported that edutainment approaches fostered a joyful and stimulating learning environment, leading to increased participation, curiosity, and a love of learning among children. Parents expressed satisfaction with the school's edutainment-based curriculum, noting their children's positive academic progress, social growth, and overall well-being.The study's findings underscore the effectiveness of early childhood edutainment learning in promoting holistic child development. The Audifa Lab School's success in implementing edutainment approaches provides a valuable model for other early childhood education settings. The study concludes by recommending strategies for effective implementation of edutainment programs, emphasizing the importance of age-appropriateness, individualization, and the integration of multiple learning modalities.

Identification of Student Learning Style Preference Profiles in Hybrid Learning Settings: An Essential Consideration for Developing Learning Strategies

After Covid-19, several educational institutions have adopted the hybrid learning system. The transition of learning systems from face-to-face to hybrid settings presents obstacles and challenges that require adaptive solutions. The compatibility between hybrid learning systems and student learning style preferences is an issue that needs to be studied in more depth. Students have their preferred way when it comes to learning. They prefer to learn through visual (V), aural (A), read-write (R), or kinesthetic (K). Depending on their learning styles, student adaptation may have been challenging. In this regard, a study was designed to identify the learning style preferences among students. The VARK questionnaire is one of the most widely used diagnostic tools, allowing teachers to understand students' learning preferences and develop innovative learning practices. A quantitative cross-sectional design was conducted among students (n=486) in Univeristy X using the VARK questionnaire. Student learning style preferences were identified using latent profile analysis. Our findings suggest that most students were identified as having multiple learning modalities, while the rest had a single learning modality. Prevalence of kinesthetic and aural learning styles preference highest among students, followed by visual and read-write learning styles. Understanding how students retain the knowledge imparted to them is essential for lecturers to develop innovative and adaptive strategies.

Perception of multimodal approach in teaching Anatomy among Kashmiri undergraduate medical students for better learning and effective teaching

Introduction: Anatomy is a major subject that is usually considered to be toughest and presents itself as one of the most challenging subjects in medical education. Anatomical knowledge of students is greatly affected by effective teaching methods and engagement of multiple learning modalities has been shown to promote learning. This study aimed to evaluate the Perception of multimodal approach in teaching Anatomy among Kashmiri undergraduate medical students for better learning and effective teaching.Methodology: This cross-sectional study was conducted among 75 first MBBS students of SKIMS Medical College in the Department of Anatomy. Perception of the multimodal approach in teaching Anatomy was sought by a validated questionnaire. The completed questionnaires were returned by only 72 students and were interpreted after studying the filled questionnaires.Results: Majority of the students were of the opinion that Anatomy is the most difficult subject among pre-clinical subjects and most of them believed that it was essential to incorporate advancements in teaching Anatomy. 55.55 % were of the opinion that clinically oriented teaching will improve anatomy teaching. Respondent’s perceived significantly greater usefulness for Web based applications and incorporating imaging such as MRI, CT and Ultrasound in better understanding the subject.Conclusion: Teaching Anatomy can become interesting. Incorporation of conceptual learning by advanced virtual three dimensional aids are required along with traditional didactic lectures in providing a successful integrated approach of teaching and learning of basic sciences for better understanding of concepts.

Evaluation of a Theory-Informed Pediatric Rapid Response Training Program Using the Logic Model.

The activators of rapid-response (RR) events tasked with recognition of clinical decompensation, initial management, and response activation seldom receive RR training. RR activators often experience negative emotions of "failure to rescue" that can compromise team performance during RRs. We used the logic model framework for development and evaluation of an educational program grounded in self-determination theory for pediatric RR activators. The program unfolded in a large quaternary pediatric hospital to impart knowledge and skills; foster autonomy, competence, and relatedness; and improve participants' satisfaction with performance in RRs. Logic model-guided inputs-activities-outputs-outcomes-context for program evaluation. Preintervention-postintervention follow-up surveys and interviews generated data to determine outcomes and impact of the program. The evaluation instruments were tested for validity and internal consistency. Over 4 years, 207 multidisciplinary RR activators were trained. Iterative modifications yielded a workshop that incorporated multiple learning modalities, a standardized learner-centered case bank, formalized evaluation tools, and a database to track participation. Significant improvements in RR-related knowledge, self-efficacy, and self- determination were noted. Workshop evaluation yielded a mean score of 4.85 (0.27) on a 5-point scale. At 6-months follow-up survey and interviews, participants reported application of the knowledge and increased confidence with participation in real-life RR events. The workshop gained traction across the hospital, was associated with improved RR clinical outcomes, and contributed to professional advancement of the educators. We successfully implemented a self-determination theory-informed RR training program for pediatric RR activators, and the logic model framework was used to facilitate comprehensive evaluation.

Multimodal Review Session for Undergraduate Muscle Anatomy

Engagement of multiple learning modalities has been shown to promote learning. This study aimed to develop resources for anatomical sciences educators interested in adding additional teaching modalities into their repertoire. Three review sessions were created for the muscle anatomy unit of an undergraduate anatomy and physiology course, each designed to engage a different learning modality. The first session was a kinesthetic experience in which students were cued through a sequence of body positions similar to yoga poses with instruction of muscle anatomy relevant to each position. The second session was a tactile experience in which students were instructed how to shape clay into models of muscles and place them on a corresponding plastic skeleton. The third session was an audience-response question and answer (Q&A) session in which students responded to questions and received feedback about their performance. Each of the three review sessions was successfully implemented in a large undergraduate course with 445 total students. The authors encourage other anatomy educators to adapt these sessions for use in their own teaching.

Challenges and Strengths of Transitioning to Online Learning during COVID19 University Lockdown: Case Studies from Egypt and Saudi Arabia

The aim of this qualitative study was to explore the experiences of under graduate and post-graduate level students who recently and abruptly transitioned from regular classroom learning to an online learning environment due to the COVID-19 pandemic. Study participants were 30 undergraduate engineering students at the Higher Technological Institute in Egypt, and 20 graduate students enrolled in a Masters TESOL program at King Saud University in Riyadh, Saudi Arabia. All participants completed a 10-item questionnaire regarding their opinions and experiences. Data was analyzed using a six-step thematic approach and was interpreted through the lens of the Community of Inquiry theoretical framework. Findings indicated that online courses strengths included increased student engagement and flexibility, prior familiarity with technology, increased personal time, and the use of multiple learning modalities. Challenges included problems with technology, reduced engagement due to family interruptions, and lack of visual cues. One limitation of this study was the small sample size, which may limit the ability to generalize the findings to other students. These findings provide insight into the issues which can promote or hinder success in online programs.

Innovative Classroom Upgrade: Simulating an Intensive Care Unit Environment in an Undergraduate Academic Classroom.

There are limited opportunities for undergraduate nursing students to take part in hands-on critical care. A course was developed to expose students to the critically ill patient in the intensive care unit environment and introduce skills that students may not have the opportunity to engage in during their clinical hours. Led by two faculty currently practicing in critical care, this course used multiple learning modalities, including high-fidelity simulation; didactic teaching; online discussion; and narrative, reflective writing, to teach critical care concepts and entry-level skills.

Learner-Driven Telepractice

Learner-Driven Telepractice

Guiding Oncology Patients Through the Maze of Precision Medicine

As the role of genomics in health care grows, patients increasingly require adequate genetic literacy to fully engage in their care. This study investigated a model for delivering consumer-friendly genetic information to improve understanding of precision medicine using health literacy and learning style principles. My Cancer Genome (MCG), a freely available cancer decision support tool, was used as a testbed. MCG content on a melanoma tumor mutation, BRAF V600E, was translated to a 6th-grade reading level, incorporating multiple learning modalities. A total of 90 patients and caregivers were recruited from a melanoma clinic at an academic medical center and randomized to 3 groups. Group A (control) received an exact copy of text from MCG. Group B was given the same content with hyperlinks to videos explaining key genetic concepts, identified and labeled by the team as knowledge pearls. Group C received the translated content with the knowledge pearls embedded. Changes in knowledge were measured through pre and post questionnaires. Group C showed the greatest improvement in knowledge. The study results demonstrate that providing information based on health literacy and learning style principles can improve patients’ understanding of genetic concepts, thus increasing their likelihood of taking an active role in any decision making concerning their health.

Budding Science and Literacy. A Classroom Video Study of the Challenges and Support in an Integrated Inquiry and Literacy Teaching Model

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students’ investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students’ conceptual learning.

Telepsychiatry in graduate medical education: a narrative review.

Telepsychiatry is an innovation that addresses disparities in access to care. Despite rigorous clinical research demonstrating its equivalence and effectiveness relative to face-to-face care, many providers are unfamiliar with this technology. Training residents in telepsychiatry is critical to building mental health care capacity in rural and underserviced communities. However, many questions remain regarding the competencies that future psychiatrists require with respect to telepsychiatry, and technology generally, and regarding pedagogical approaches that will promote their attainment. This literature review aims to elucidate evidence-based approaches to developing residents' competence to practice telepsychiatry. The authors conducted a literature search of telepsychiatry training for psychiatry residents. The authors searched MEDLINE, EMBASE, PsycINFO, CINAHL, Cochrane, and ERIC using subject headings and keywords; and hand searched reference lists, forward citations of relevant articles, and tables of contents of relevant journals. Articles were included if they were in English, discussed teaching psychiatry residents to provide direct or indirect clinical care via real-time videoconferencing technology, and were published by January 2014. In total, 215 unique references yielded 20 relevant publications. The literature on graduate training in telepsychiatry is sparse, heterogeneous, and primarily descriptive. Even brief learning experiences may increase the likelihood that residents will incorporate telepsychiatry into their future practice. Training should address competencies that are (1) technical, (2) collaborative/interprofessional, and (3) administrative. Training typically consists of supervised provision of clinical care to build modality-specific clinical skills and may also include didactic teaching to provide health systems and transcultural and medicolegal perspectives. A more evidence-based approach to telepsychiatry training is needed, including an assessment of residents' learning needs, use of multiple learning modalities, and evaluations of educational curricula. Pedagogically sound curriculum development and evaluation of postgraduate education in telepsychiatry could promote social accountability, cultural competence, interprofessional care, and, ultimately, improve clinical outcomes.

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students' investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students' conceptual learning.

Drexel University College of Medicine

Drexel University College of Medicine

Changing the postclinical conference: new time, new place, new methods equal success.

POSTCONFERENCES ARE DESIGNED TO BE A TIME FOR REFLECTION AND REPORTING ABOUT A STUDENT'S CLINICAL EXPERIENCE. Traditionally, they take place immediately after time is spent on the clinical unit. However, with increasing patient acuity, it is difficult for students to complete patient care in time to proceed to postconference, and both students and faculty are likely to be physically and mentally fatigued, increasing the likelihood of passive learning (Donner, Levonian, & Slutsky, 2005). Based on Chickering and Gamson's classic work, Seven Principles for Good Practice in Undergraduate Education (1987), the authors made changes to the postconference format for an adult nursing course. In order for students to be actively engaged learners who connect and apply didactic content in the acute care setting and in simulated patient scenarios, the postconference was renamed clinical conference and now takes place at a different time in a different setting. There is also a new format to help undergraduate nursing students master problem solving, critical thinking, and evaluation. Consideration has been given to the fact that many of today's students, born between 1982 and 1991 and known as the Millennial Generation, have different expectations of faculty and learn differently than previous generations of students (Johnson & Romanello, 2005; Skiba & Barton, 2006). They are accustomed to multitasking, feel the need to be constantly connected, and have little patience for delays (Christmas, 2008; Duchscher & Cowin, 2004; Frand, 2000). Timing and Milieu The clinical conference has been moved to a new day and an on-campus setting, giving students time to refuel and reflect (Donner et al., 2005). The 90 minutes set aside for the conference is divided into segments of 12 to 15 minutes to accommodate students who grew up watching television with frequent commercial breaks (Christakis, Zimmerman, DiGiuseppe, & McCarty, 2004). The change in the physical environment, supported by technology, is designed to enhance active learning and increased interaction among students. Learning Methods Using Chickering and Gamson's seven principles for good practice (1987), the clinical conference encourages contact between students and faculty; reciprocity and cooperation among students; active learning techniques; prompt feedback; an emphasis on time on task; the communication of high expectations; and respect for diverse talents and ways of learning. Students are assessed as visual, aural, reading/writing, or kinesthetic learners (Gardner & Hatch, 1990), and faculty design activities that meet individual learning styles. The goal is to teach students to recognize how they learn best so that they may capitalize on their strengths. The clinical conference incorporates multiple learning modalities outlined in the Table. Small-group exercises provide the Millennial Generation students with the experiential learning and immediate feedback they desire (Skiba & Barton, 2006). This format builds on the positive characteristics of today's learners, which include collaboration, an affinity for technology, and the ability to learn immediately from mistakes (Pardue & Morgan, 2008; Skiba & Barton). Limiting the clinical conference to 16 students ensures that every student participates in all group activities. Rather than traditional information reporting, the new format allows for interactive synthesis and the evaluation of concepts introduced in the theory course. It also incorporates preparation for caring for various patient populations, such as patients with cardiovascular or neurological diseases. Every student may not provide care for a patient experiencing a myocardial infarction in the hospital, but each student has the opportunity in clinical conference to develop a plan of care and participate in a case study related to the care of such patients. Expecting students to take ownership for their learning by active participation is an influential teaching tool (Cherney, 2008; Johnson & Romanello, 2005). …

A new emergency medicine clerkship program: students' perceptions of what works

Emergency medicine is an evolving discipline in Canadian medical schools. Little has been published regarding student preferences for emergency medicine training during the clerkship phase of MD programs. We assessed medical students' perceptions of a newly developed emergency medicine clerkship rotation involving multiple learning modalities. The evaluation process included assessment of the rotation's instructional elements and overall educational value. The first cohort of medical students to complete this new emergency medicine clerkship was invited to answer a questionnaire just before graduation. Students rated their preferences for components of the rotation using paired comparisons. Open ended questions explored students' satisfaction with the emergency medicine clerkship as well as perceptions of the rotation's impact on career development. Of the 94 students in the first clerkship cohort, 81 (86%) responded to the survey. Students found the emergency medicine clerkship highly valuable, citing the broad range of cases seen, close supervision, and opportunities to develop clinical assessment, decision making and procedural skills. Students' curricular preferences were for advanced cardiac life support (ACLS) (26.4%), clinical shifts (20.6%), supervised clinical shifts (17.8%), procedural skills laboratories (14.8%), tutorials (10.8%) and preceptor assisted learning sessions (9.8%). This new emergency medicine clerkship program incorporated multiple learning methods within a 4-week rotation and was highly rated by students. Although clinical shifts and ACLS were generally preferred activities, students had varying individual preferences for specific learning activities. Multiple learning methods allowed all students to benefit from the rotation. This study makes a compelling case for including an emergency medicine rotation with multiple learning modalities as a core element of clerkship at every medical school.

Quick Reads: Another Good Idea: Integers Made Easy: Just Walk It Off

Walk It Off is a multisensory method that I developed to teach students how to multiply and divide as well as add and subtract integers. In my experience, this method makes these processes much more effective, efficient, and entertaining than other approaches. Students have the opportunity to use the Process Standards while exploring a topic that is often taught strictly as algorithms without understanding. In addition to having visual, oral, and aural characteristics, Walk It Off is kinesthetic, because students literally walk off problems on number lines. The multiple learning modalities that this method uses are compatible with brain-based learning. Students become actively involved in doing calculations as they physically act out problems using the underlying concepts of integers. Although many books and lessons already use number lines to demonstrate addition and subtraction in various ways, the Walk It Off method makes it possible to use a number line for multiplication and division of integers as well. Using integers becomes easy, because students learn only two slightly different processes for the two basic groups of operations: one process for addition and subtraction and a similar process for multiplication and division.

Action learning helps PepsiCo's sales leaders develop business acumen and innovation skills

AbstractTo help sales leaders understand their customers' business and innovate ways to create value for customers, PepsiCo's Strategic Customer Leadership Forum combines executive involvement, multiple learning modalities, and action learning projects that focus on real work and produce real gains for PepsiCo and its customers. A fast‐paced curriculum enhanced with technology—including computer‐based simulations and online assessments—emphasizes experiential learning in the context of addressing actual customer issues and goals. Executive sponsorship of action learning teams and selection of projects “keeps it real” and builds high‐level commitment to the learning process. © 2007 Wiley Periodicals, Inc.

Karns's Learning Styles and Learning Effectiveness: A Rejoinder

Debate over the link between student learning styles and effective teaching has a long tradition, made more interesting by Karns's recent article “Learning Style Differences in the Perceived Effectiveness of Learning Activities.” Fundamentally he asserts, in critiquing Morrison et al. (2003), that marketing educators should not adopt “a high investment strategy” in tailoring curriculum to student learning styles segments but merely “provide a range of learning experiences that tap multiple learning modalities.” This study contends that in developing his research question, Karns has misunderstood the perspective of Morrison et al. about how to adapt teaching styles to influence learning outcomes. In addition, this study reviews Karns's methodology, noting weaknesses in the measurement of learning styles, sampling, and data analysis that the authors expect has influenced his findings and conclusions. Finally, the authors introduce additional data that support their findings rather than his, thus further stimulating this debate.

Learning Style Differences in the Perceived Effectiveness of Learning Activities

The learning style individual difference factor has long been a basis for understanding student preferences for various learning activities. Marketing educators have been advised to heavily invest in tailoring course design based on the learning style groups in their classes. A further exploration of the effects of learning style differences on the perceived effectiveness of 21 learning activities was conducted. Results from the survey responses of 227 students at eight universities suggest that a high-investment strategy of catering intensively to learning style individual differences is not warranted. Rather, marketing educators can sufficiently meet the needs of students by providing a range of learning experiences that tap multiple learning modalities. Active learning pedagogies were seen as more effective.