Preferred Learning Environment Research Articles

Learners’ Determinants of Learning Environment Preferences: Online vs. Blended

Learners’ Determinants of Learning Environment Preferences: Online vs. Blended

Design Students Between Traditional And Digital Learning: Usability Of Learning Management Systems And Preferences For Learning Environment Based On Course Type

Due to the educational transformation from traditional to digital learning in Jordan, caused by the COVID-19 pandemic, the purpose of this study was to contribute to this transformation in design education. Considering the practical nature of graphic and interior design education, this study aims to evaluate the usability of the Moodle-Learning Management System based on design students' assessments. It also aims to explore design students' preferences for learning environments; (Traditional, Online, Blended) based on course types in design programs (non-design courses, theoretical design courses, and practical/ studio-based courses). A quantitative approach was employed using a designed questionnaire developed from the Shackel usability model (1991) to conduct the research study. A total of (218) undergraduate graphic and interior design students from the design department at Yarmouk University participated in this study, and all the questionnaires were collected and analyzed in SPSS. The findings of this study have indicated that both the practical nature of design education and the late adoption of digital learning affect the usability evaluation of LMS and design students’ preferences for the learning environment. It was concluded that there is a need for implementing new pedagogies to enhance design students' experience, satisfaction, and acceptance of digital learning.

Complementary Architecture of E-Learning Path Personalization and Optimization

Using computing algorithms to generate personalized learning resources to provide the needs and improve the capabilities, preferences, and academic performance of diverse learners is creating preferred learning environments. As more learning resources, strategies and techniques are frequently added to these e-learning systems, input data to personalize the learning path has been growing exponentially making swift responses to learner’s requests difficult. This study proposed a complementary learning path personalization architecture using ant colony (ACO) with nearest neighbour technique and genetic algorithm (GA) to extend the functions of the Spark framework purposely to develop a robust evolutionary computing algorithm. Experimental results indicate that complementing ACO, GA and Spark frameworks improved the generation of personalized learning resources and best-fitted-optimized learning paths. Spark-ACO took less computational time than standalone ACO. Combining ACO and GA improved the likelihood of an ant colony being trapped at a local optimum, and Spark-ACO-GA significantly enhanced the accuracy of the solutions.

Problem-based learning applications in online environments

Online learning environments have been used intensively during the COVID-19 pandemic and are frequently preferred alternative learning environments afterward. On the other hand, the lack of adequate learning applications for online environments negatively affects teaching. The main purpose of this research is to develop problem-based learning (PBL) activities for online learning environments within the scope of Physics course and to reveal the application processes. The study was carried out with 97 students in the fall semester of the 2020–2021 academic year. PBL applications were carried out in online learning environments with the interaction of online groups of 5–7 people through the Zoom program. A qualitative research approach and critical action research model were used in this research. The data were obtained with the help of rubric form, interview, peer assessment, peer group assessment, and documents and evaluated with content analysis and descriptive analysis. In the process of PBL activities in online learning environments, students took an active role as a part of their learning processes, interacted constantly with their peers, and demonstrated high-level success in their learning competencies by fulfilling their responsibilities. In online learning environments, there is a need for application examples where all students can demonstrate their process skills and student-centered assessment–evaluation applications that will determine the application outputs.

Smart classroom learning environment preferences of higher education teachers and students in China: An ecological perspective

By evaluating learners' perceived preferences for the learning environment, we can understand the important characteristics and better improve the learning environment, ultimately to provide great potential for the optimization of teaching practice. Seeing that the current research pays less attention to teachers' and students’ preferences for the space environment simultaneously, based on the survey of 1937 undergraduates and 107 teachers from a university in central China, this study aims to explore their preferences for smart learning environment. Based on the ecological theory and research results of the existing learning environment, this paper constructed an ecological model and a conceptual model of learning space preferences. An empirical study was conducted to explore the impact of sociodemographic variables on personal spatial preference. The results showed that teachers and students had a positive attitude towards the smart learning environment, and gender, age, grade, subject category and other variables had limited impact on spatial preference.

Evaluating Medical Student Learning Preference and its Relationship to Clerkship Satisfaction (S10.004)

Evaluating Medical Student Learning Preference and its Relationship to Clerkship Satisfaction (S10.004)

Exploring Learning Environment Through Bronfenbrenner’s Ecological Systems Theory

One of the key elements to ensure learning effectiveness is by having a conducive learning environment. However, different parameters of the said environment have been exposed to changes due to the global pandemic period. Having experienced different styles of learning, learners’ preferences regarding learning environment ought to be re-investigated. This research aims thus to (re)determine learners’ preferred learning environment through Bronfenbrenner’s ecological systems theory 1995. It is quantitative research using survey as the instrument in which there are 5 sections (demographic profile, microsystem, mesosystem, exosystem and macrosystem). The 4 factors of the ecological system are used to scaffold the types of learning environment by (Hassan et al., 2020). The 101 respondents are diploma and degree level university students who were taking French language courses in a public university in Malaysia. Findings revealed that, on microsystem level, usage of easy-to-understand language ought to be employed; on mesosystem level, a positive social environment should be established in class; on exosystem level, the presence of assessments and feedback for students’ self-improvement ought to be favoured; on macrosystem, a learning approach through understanding minimising thus memorisation method should be adopted. It is also proven that the four Bronfenbrenner’s environments have strong positive relationships between them. Taking into account all the environments that a learner interacts with is crucial to ensure a positive learning environment and experiences which in turn could manifest into positive motivation.

The Perceptions and Expectations of the Clinical Learning Environment in Saudi Arabia: a Multidisciplinary Study.

The clinical learning environment is a fundamental component of healthcare education. In this setting, students can develop the skills and knowledge necessary to become competent and efficient healthcare practitioners. Due to the importance of clinically based education, it is crucial to have a valid and reliable tool to enable its evaluation. The aim of this study was to use the Clinical Learning Environment Inventory (CLEI) to examine the perceptions of Saudi undergraduate healthcare students regarding their actual and preferred clinical learning environment and explore the differences between the two viewpoints. A cross-sectional survey design was utilised with a cohort of Saudi undergraduate healthcare students. Data regarding perceptions of the 'actual' and 'preferred' clinical learning environments were gathered with the Clinical Learning Environment Inventory tool. A total of 194 students participated and nine healthcare disciplines were represented. The highest mean score for both 'actual' and 'preferred' clinical learning environment was for the subscale Task Orientation. Significant differences between 'actual' and 'preferred' environments were demonstrated for Innovation and Individualization, with both subscales scoring higher for the 'preferred' environment. All five subscales-Individualization, Innovation, Involvement, Personalization, and Task Orientation-appear to be important aspects contributing to student satisfaction with their clinical learning environment. Saudi healthcare students demonstrate a preference for a clinical learning environment with the utilization of new and interesting experiences, as well as recognition and accommodation of student individuality. Additionally, student satisfaction appears to be multifactorial in origin. Therefore, there may be many avenues available to enhance the clinical experiences of healthcare students, which is vitally important for the optimization of clinical learning opportunities.

Exploring the role of learner characteristics in learners' learning environment preferences

PurposeThis study intends to examine whether the reasons learners like or dislike a learning environment can help explain the differences in the characteristics of the learner and whether learner characteristics can influence a learner's preference for a learning environment.Design/methodology/approachThis study adopted an exploratory sequential mixed methods research design. The study first conducted focus groups with university students to uncover their learner characteristics by examining the reasons they liked or disliked a learning environment. This was followed by a questionnaire survey to explore how these learner characteristics influenced learner inclination for a learning environment. The survey data were analysed using exploratory and confirmatory factor analysis (partial least squares structural equation modelling).FindingsThe findings showed that two types of learner characteristics, i.e. online learner characteristics and classroom learner characteristics, significantly affected learner inclination for a learning environment. Analyses also indicated that learner demographics had no major moderating effect between learner characteristics and learner inclination for a learning environment.Practical implicationsThe findings can be useful for education institutions, learning designers and academics to design engaging learning activities to better support different learning needs.Originality/valueThis study makes a novel attempt to distinguish learner characteristics based on the reasons learners like or dislike a learning environment and establishes that individual learners' characteristics play a role in influencing their preference for a specific learning environment.

Students’ perceptions of their first experiences of secondary-school science in New Zealand

In this article, I report a two-year study of working closely with science teachers and examining perceptions of Year 9 (12–13 year olds) students in 13 New Zealand secondary schools. The Constructivist Learning Environment Survey (CLES) was used. The questionnaire was administered to 327 students in the first year and 362 students in the second year to find out their perceptions of their preferred learning environments in order to compare this with their perceptions of the actual situation. The data were used to plan improvements in learning environments through a teacher professional learning process by redesigning programmes and encouraging changes in students’ classroom behaviours. Co-constructive learning strategies and reshaping of lessons to include current topics were used as tools to encourage students’ expression of opinions, personal relevance and shared control in their learning. After each subsequent year-long intervention, the CLES was re-administered to reveal that there had indeed been an improvement. The research is distinctive because it is a learning environment study in New Zealand schools examining students’ psychosocial perceptions related to their first-year experiences of science at the secondary level.

성격유형에 따른 일본어 학습전략에 관한 연구 - 직장인 일본어 학습자의 인터뷰조사로부터 -

본 연구는 학습자의 개별성 중 성격유형이 일본어 학습전략에 영향을 미칠 수 있다는 많은 연구를 바탕으로 직장인 일본어 학습자가 실제 활용하고 있는 학습전략을 성격유형별로 어떤 차이가 있는지를 살펴본 것이다. 대부분의 학습자는 "인지 전략"을 다수 이용하고 있었는데 특히, SJ 기질은 쓰면서 메모를 하는 전략이 많이 나타났다. 반면 다른 기질은 글의 문맥을 통하여 암기를 하거나, 영상과 라디오 등을 활용하여 인지전략을 사용하였다. 특히 INTP와 ISTP 학습자들은 이미지 스트래티지를 활용하는 것으로 나타났다. 이는 자신의 내부 세계에서의 사고방식을 선호하는 주 기능이 내향적인 사고(I)이기 때문이라고 할 수 있다. 또한, "메타 인지전략"에 살펴보면 스스로 강점과 약점 등을 잘 파악하고 있음을 알 수 있었다. 이는 사회인 학습자이기 때문에 일본어 학습경험 외에 이미 다양한 인생경험을 통해 체득한 효율적인 방법을 선호하기 때문일 것이다. 선호하는 학습환경을 잘 알고 자신의 집중력을 높이는 요령으로 동기부여가 가능할 뿐 아니라 부지런히 학습계획을 세워도 달성하기 어려운 유형임을 스스로 아는 등 학습 전반에 관련된 방법을 알고 있는 것으로 보인다. 마지막으로 "상호전략" 중에서는 학습 서포터를 잘 활용하고 있었다. 다만 NT 기질은 학습 서포터를 하나의 학습 수단으로서 필요로 하는 것처럼 보였다. 이러한 결과를 바탕으로 실제 수업에서는 다음과 같은 사항을 적용해보는 것을 제안한다. 1) SJ 기질은 메모를 하거나 학습자료를 쓰는 시간이, 내향성(I) 학습자는 혼자 정리하는 시간이 필요하는 등 수업 시 학습자에게 충분한 시간을 주는 것이 필요하다. 2) 미디어를 활용할 때는 소수의 활동을 선호하는 기질은 그룹 활동을, 많은 사람과 관계가 불편하지 않은 기질은 직접 소개함으로써 수업 참여도를 높일 수 있다. 3) 명확한 학습목적을 촉진하기 위해 학습일기 등을 쓰도록 한다. This study examines the influence of leaners’ personality types intoon learning strategies that are actually used by Japanese leaners who are working, i.e. what different learning strategies are adopted in accordance with the leaners’ personality type. It appeared that most learners used many various "cognitive strategies", and in particular, the SJ personality type used the strategy of taking notes while writing. In contrast, learners with other temperaments used cognitive strategies of memorizing through the context of the text or using images and radio. In particular, it was found that leaners with INTP and ISTP used the image strategy. This is because introverted thinking is the main function that prefers thinking in their own inner world. Further, looking at the ‘meta-cognitive strategy’, it was found that they were well aware of their strengths and weaknesses. This is probably because, as a mature learner, they prefer efficient methods that have already been learned through various life experiences in addition to Japanese learning experiences. It seems that they know not only the method related to overall learning, such as knowing their preferred learning environment well and being able to motivate themselves with tips to increase concentration, but also the fact that it is the type that is difficult to achieve even with diligent learning plans. Lastly, among the ‘mutual strategies’, the learning supporter was well utilized. However, the NT type seemed to require a learning supporter as a learning tool. Based on these results, it is suggested to apply the following in the actual class. (1) It is necessary to give learners sufficient time, for the SJ type to take notes or writing, and for the introverted learner to organize themselves; (2) When using media, learners’ class participation can be increased by preparing different activities depending on their temperaments, for example, group activities for leaners who prefer to work in small group, and by introducing themselves directly to everyone for leaners who have no difficulty in making a good relationship with others; and (3) Let leaners write a learning diary to promote clear learning objectives.

THE IMPACT OF THE CONSTRUCTIVIST TEACHING MODEL IN ENHANCING READING SKILLS

The aim of the study was to examine the impact of the constructivist teaching Model on the reading skills of third-grade children in the Galileel region. The study use quasi-experimental approach. The study sample consisted of all third-grade students from Hussein Yassin Primary School in the Galilee region, with a total of (39) female and male, who were divided into two groups: the control group (20) students and the experimental group (39) student. The study's findings revealed statistically significant differences in the performance of the study group. As a result of the constructivist learning strategy's effectiveness in improving reading comprehension, the results favored the constructivist learning model (experimental group). The researcher suggests that Arabic language curricula include applied models and lessons based on constructivist theory strategies, particularly constructivist teaching; it also indicates that Arabic language teachers benefit from it in their teaching and that field studies be conducted to reveal the preferred constructivist learning environments, particularly for students at all academic levels.

Undergraduate student nurses’ views of online learning

BackgroundThe COVID-19 pandemic and resultant public health restrictions saw the mass movement of higher education to online, remote delivery. There was wide variation in how this was implemented, and for many undergraduate programs, this was the first time teaching was conducted remotely. The aim of this study was to explore undergraduate student nurses’ views of online learning. MethodsReflexive thematic analysis was used to analyse focus group data from undergraduate nursing students. FindingsTwo central themes described student preferences for learning environments and challenges associated with asynchronous learning. Participants reported a preference for face-to-face learning. Suggestions for optimising remote learning include an emphasis on synchronous live sessions rather than asynchronous learning, incentivised learning, and a focus on ongoing formative informal assessment to maintain engagement. Specific challenges related to poor retention, difficulty remaining motivated, and maintaining focus on content and learning outcomes. ConclusionAs more opportunities arise to engage with online pedagogies for undergraduate nursing students, educators need to ensure their approaches are evidence-based and learner-centric.

Effect of shift to virtual teaching on active learning: A snapshot.

Active learning engages students via interaction for deeper understanding and retention. A global pandemic resulted in an abrupt mid-semester transition from in-person to virtual learning. This study examined student reporting on active learning before and after this transition. First-year DDS candidates took an anonymous survey, reflecting on three Spring (January-April) 2020 courses (lecture-style, small-group case-based, and pre-clinical). Survey questions included: (1) basic demographics, (2) reporting frequency (1-Never, 2-Rarely, 3-Sometimes, 4-Often, 5-Always) of active learning elements from a pre-set list before/after the shift to online learning, and (3) Likert-style questions regarding effects on active learning and learning environment preference. The traditional lecture course manifested two active learning activities in the category Sometimes prior to the transition to virtual; one of those activities (question and answer) experienced the most significant difference (p<0.0001) in frequency change. The small group, case-based course incorporated nine activities in-person in the category Sometimes; although small significant differences (p ≤ 0.05) in frequency were noted for five of those activities between virtual and in-person, these differences may have not have made a difference in practice. The pre-clinical course incorporated four activities in the category Sometimes pre-transition, with no significant differences detected in frequency. Students slightly leaned toward preferring in-person for the small-group and pre-clinical courses, but had no preference for the traditional lecture course. Course structure may correlate more with student experience of the frequency of active learning activities and preference for in-person versus virtual environment than the environment itself.

Student preference for course approach to pedagogically different methodologies in anatomy and physiology.

Introductory anatomy and physiology courses are either taught as discipline-specific courses (human anatomy and human physiology) or integrated sequences [combined human anatomy and physiology (A&P I and A&P II)]. This variation suggests there is no agreed upon pedagogical standard for teaching introductory anatomy and physiology. We surveyed undergraduate students enrolled in human anatomy, human physiology, A&P I, and A&P II to determine their course approach preference, either discipline-specific or an integrated A&P sequence, and the underlying reasons for their preferences. The literature suggests that understanding students' preferred learning environment influences learner satisfaction, level of achievement, and socioemotional adjustment in the classroom. Our qualitative analysis revealed students prefer an integrated A&P course approach to a discipline-specific sequence with "building on prior knowledge," "easier," and "increased understanding" emerging as the top reasons for their preferences. Our findings have implications for course design and curricular reforms.

132 Faculty Procedural Skills in Academic Emergency Medicine: A Multisite Survey

Emergency physicians must be competent to perform numerous procedures. It is unclear if clinical practice alone is sufficient to maintain procedural skills, particularly for academic faculty who supervise trainees. Formal assessment of procedural skills beyond training is uncommon. There is a paucity of literature on faculty skills attrition or their preferences for skills maintenance. The faculty procedural skills (FPS) survey sought to determine faculty attitudes, beliefs and experience with procedures to inform programming aimed at skills maintenance. This was a multisite, cross-sectional study of emergency medicine (EM) and pediatric EM (PEM) physician faculty at five large US academic EM departments. Subjects were board certified or board eligible in EM or PEM and provided both clinical care and supervision of trainees. Subjects completed the FPS survey online which consisted of three sections: (1) respondent characteristics and experience performing and supervising EM procedures; (2) degree of confidence performing critical procedures; and (3) attitudes about skills attrition and learning preferences. Internal consistency of each survey section was calculated using Cronbach’s alpha. Items related to beliefs and attitudes were graded on a 5-point scale (strongly disagree to strongly agree), with higher values representing greater agreement. Response agreement (with 95% confidence interval [CI]) was calculated by combining “strongly disagree” with “disagree” and “strongly agree” with “agree” responses. A total of 186 faculty completed the survey (44% response rate). Scale reliability was good (Cronbach’s alpha performance = 0.82; supervision = 0.86; confidence = 0.85). All respondents agreed that ongoing procedural skills training is important for the clinical practice of EM. The majority of respondents agreed: that faculty should have opportunities to retrain for uncommon procedures (98%, 95% CI: ±2%); that skills attrition is a concerning problem (91%, 95% CI: ± 4.1%); that skills attrition is a patient safety issue (89%, 95% CI: ± 4.5%); that attrition was more likely in academic settings (93%, 95% CI: ± 3.7%); that faculty should be required to demonstrate procedural competence (83%, 95% CI: ± 5.4%). The majority of respondents (73%, 95% CI: ± 6.4%) personally experienced procedural skill attrition and a similar number (68%, 95% CI: ± 6.7%) observed it in peers. The most preferred method for skills maintenance was simulation (83%, 95% CI: ± 5.4%). The most preferred learning environment was in groups with peers (89%, 95% CI: ± 4.5%). A majority of faculty reported skills attrition, both personally and observed in peers. Respondents also overwhelmingly agreed they should be competent to perform procedures for which they are credentialed. These findings raise questions about the need for technical skill competency assessments for continued clinical practice. Faculty preferred simulation-based learning and peer environments for skills maintenance. Further study is needed to determine the attitudes, beliefs, and experiences of non-academic emergency physicians with procedural skills attrition.

تصميم بيئة تعلم ذکية وفقًا لنمطي تقديم المصادر الإلکترونية (المنتقاة/ المفتوح) وأثر تفاعلهما مع التفضيلات التعليمية (الفردي/ الجماعي) في تنمية مهارات تصميم قواعد البيانات وما وراء المعرفة لدى طلاب تکنولوجيا التعليم

هدف البحث الحالي الکشف عن أثر التفاعل بين نمطي تقديم المصادر الإلکترونية (المنتقاة/ المفتوح) ببيئة التعلم الذکية والتفضيلات التعليمية (الفردي/ الجماعي) في تنمية التحصيل المعرفي، ومهارات تصميم قواعد البيانات ببرنامج الأکسيس وما وراء المعرفة لدى طلاب تکنولوجيا التعليم. تم الاعتماد على التصميم التجريبي (2×2) الذي يهتم بقياس أثر متغيرين مستقلين، وهما نمطي تقديم المصادر الإلکترونية (المنتقاة/ المفتوح)، والتفضيلات التعليمية (الفردي/ الجماعي) ببيئة تعلم ذکية على المتغيرات التابعة وهي التحصيل المعرفي، ومهارات تصميم قواعد البيانات، ومهارات ما وراء المعرفة. تمثلت أدوات البحث في اختبار تحصيلي، وبطاقة تقييم منتج، ومقياس مهارات ما وراء المعرفة. وتکونت عينة البحث من 65 طالبا وطالبة وتم تقسيمهم إلي أربع مجموعات حسب نمطي تقديم المصادر الإلکترونية والتفضيلات التعليمية. وتم استخدام برنامج SPSS لاختبار فروض البحث. وتوصلت نتائج البحث إلى: وجود تأثير لنمطي تقديم المصادر الإلکترونية ببيئة التعلم الذکية لصالح نمط تقديم المصادر الإلکترونية المنتقاة لتنمية التحصيل المعرفي، ولصالح نمط تقديم المصادر الإلکترونية المفتوح عند تنمية مهارات تصميم قواعد البيانات، ومهارات ما وراء المعرفة. وأنه يوجد تأثير أيضا للتفضيلات التعليمية لصالح الطلاب ذوي التفضيل التعليمي الجماعي عند تنمية التحصيل المعرفي، ومهارات تصميم قواعد البيانات، ومهارات ما وراء المعرفة؛ ووجود تأثير للتفاعل بين نمطي تقديم المصادر الإلکترونية والتفضيلات التعليمية في تنمية مهارات تصميم قواعد البيانات لصالح المجموعة التي أتبعت نمط تقديم المصادر الإلکترونية المفتوح ذوي التفضيل الجماعي، ولکن لا يوجد تأثير للتفاعل بين نمطي تقديم المصادر الإلکترونية والتفضيلات التعليمية عند تنمية التحصيل المعرفي، ومهارات ما وراء المعرفة. الکلمات المفتاحية: بيئة التعلم الذکية، المصادر الإلکترونية، التفضيلات التعليمية، قواعد البيانات، مهارات ما وراء المعرفة. Abstract: The current research aimed to detected effect of interaction between the two types of presenting electronic resources (trusted individuals/ open) and instructional preferences (individual/ group) with a smart learning environment on the development of skills designing databases in access and metacognitive for educational technology students. it has been relayed on experimental design based on (2×2) was used to measure the effect of two independent variables, which are the two types of presenting electronic resources (trusted individuals/ open), and the instructional preferences (individual/ group) of the a smart learning environment, on the dependent variables, which are cognitive achievement, and Database design skills, and metacognition skills. Research tools consisted of achievement test, product assessment card, and a measure of metacognition. The research sample consisted of 65 students, and they were divided into four groups according to Two Types of presentation annotations and the instructional preferences. It has been used SPSS program to test hypotheses. The search results explained that: there is an effect of Two Types of presenting electronic resources in the a smart learning environment in favor of the Presenting Electronic Resources for trusted individuals on the development of cognitive achievement, and for the benefit of Presenting Electronic Resources open when developing database design skills, and metacognitive skills. and the an effect of an interaction between the source of presenting electronic resources a smart learning environment and instructional preferences to develop database design skills for the benefit of the group that followed the source of Presenting Electronic Resources open with group preference, But there is no effect of the interaction between t the Presenting Electronic Resources and instructional preferences when developing cognitive achievement and metacognition skills. Key words: Smart Learning Environment, Presenting Electronic Resources, Instructional Preferences, Databases, Metacognition skills.

Maintaining procedural skills for academic emergency medicine faculty: A needs assessment.

Emergency physicians require competence performing critical and routine procedures. The clinical practice of emergency medicine (EM) alone may be insufficient for the acquisition and maintenance of skills. Prior studies suggest the presence of trainees in academic settings and/or the low frequency of procedures increase the risk of skills attrition among faculty. We sought to develop a valid needs assessment survey to inform a faculty procedural skills (FPS) maintenance curriculum. A Web-based FPS survey was designed to assess experiences performing procedures, self-reported confidence with procedures, and learning preferences for skills maintenance. The survey was administered at a large academic department of EM. Responses were analyzed to determine survey construct validity, faculty attitudes about procedural attrition, and preferred learning methods. Among EM faculty, confidence was significantly higher for common versus uncommon procedures (p<0.001). EM faculty respondents reported significantly greater confidence than pediatric EM (PEM) faculty for both common adult procedures (EM mean=3.7 [±0.3], PEM=3.0 [±0.4], p<0.001), and uncommon adult procedures (EM=2.7 [±0.4], PEM=2.1 [±0.5], p<0.001). PEM faculty reported significantly greater confidence with pediatric procedures than EM faculty (PEM mean[±SD] =3.5 [±0.8], EM=2.2 [±0.8], p<0.001). Nearly all faculty (93% [52/56]) agreed that procedural attrition is a concerning problem, and 80% (44/56) had personally experienced it. The most preferred learning methods were task trainers and simulation. Faculty preferred learning environments with faculty peers (91%) over mixed groups with trainees (50%). Significant differences in procedural skills confidence between common and uncommon procedures, and between EM and PEM faculty, indicate that the FPS survey displayed appropriate construct validity. The finding that skills attrition is prevalent among EM and PEM faculty highlights the need for skill maintenance programming, preferably in peer groups employing task trainers and simulation.

Interprofessional Healthcare Student Perceptions of Clinical vs. Simulation Learning Through Participation in Underserved Health Clinics.

PurposeThe purpose of this research project is to determine how well three health profession student discipline’s learning needs are met through a real clinical interprofessional environment compared to previous simulation experience by assessing student perceptions following participation in a student-run underserved healthcare setting.MethodsVarious student-run health clinics were initiated throughout Southwest Ohio in underserved settings precepted by healthcare profession faculty. Physician assistant, pharmacy, and medical student learning needs and interprofessional perceptions were assessed following clinic participation utilizing the Clinical Learning Environment Comparison Survey (CLECS) and qualitative comment to allow objectification of students’ perceptions to different clinical learning environments and the interprofessional setting.ResultsThe survey had responses from medical, pharmacy, and physician assistant students (n = 60). Overall, students preferred traditional learning environments compared to previous simulated clinical experiences (p < .01). Significance for communication, holism, and the teaching-learning dyad was demonstrated comparing the traditional clinical experience to the simulated experience (p < .05). Pharmacy students felt their critical thinking skills were more significantly improved after the simulated environment (p < .05). Males more significantly favored teaching-learning dyad simulation vs. the traditional environment (F = 5.86, p < .05). Qualitative comments regarding the interprofessional experience included themes of teamwork, patient communication, and clinical skills.ConclusionWhen comparing a traditional clinical experience in an interprofessional student-run clinic vs. previous simulated learning clinical environment, physician assistant, pharmacy, and medical students qualitatively and quantitatively perceive their learning needs are greater met in the volunteer student-run clinic for communication, holism, and the teaching-learning dyad. There were variations in preferences based on sex and discipline of the student.

Application of Multimedia Networks in Business English Teaching in Vocational College.

To better meet the needs of economic restructuring and industrial development in China, educators in vocational colleges have to find new approaches to narrow the gaps between the updated requirements from the employers for business English majors and the vocational college education reality. Under this circumstance, a tentative study was carried out with the aids of multimedia to help the educators remove obstacles blocking achieving their educational aim, which is cultivating the graduates who are qualified for the social requirement. This study mainly discussed how effective the multimedia networks can help the business English majors in vocational colleges to enrich their work experience and enhance their practical English ability, computer skills, communication skills, and cooperation skills comprehensively. It aimed at exploring the ways of helping the business English majors in vocational colleges to gain work experience and improve their practical English skills, computer skills, communication skills, and cooperation skills with the aid of multimedia networks. An experimental teaching program was designed under the guidelines of a task-based teaching approach and constructive learning theory. The program includes four teaching models, which are in-class learning and field preparation, mock practice, in-field learning and field education, and learning reflection. All learning and field practices are delivered online facilitated by multimedia networks. One hundred and forty sophomores majoring in business English are selected as participants of the program. Data of students' confidence in all five monitored essential abilities are collected before and after the learning procedure through questionnaires, and students' feedbacks are collected through interviews. The statistical results show that multimedia networks can help students improve their overall competence, especially in gaining work experience and practical English skills. Moreover, adopting multimedia networks in teaching can provide more internship opportunities, enrich teaching scenarios, and prolong net teaching hours, which forms a preferred learning environment and provides better learning outcomes. It could also be used to assist communication and cooperation trainings.