Reported Learning Outcomes Research Articles

Full title: Video-based approaches in health education: a systematic review and meta-analysis

This study evaluates the impact of video-based approaches on health education. PUBMED, Web of Science, EMBASE, CENTRAL, and LILACS databases were searched from their inception until November 2022. Randomised controlled trials (RCTs) and non-randomized studies on interventions were included in this review. Studies were grouped according to their reported learning outcomes. A random effects meta-analysis was performed. Meta-regression analyses were used to explore the effects of confounding variables on the overall estimates. Forty studies were included in this meta-analysis. The results showed that video-based learning (VBL) has a significant effect on ‘knowledge acquisition’ in dentistry (Cohen’s d = 2.18), moderate effect in medicine (Cohen’s d = 0.67); moderate effect on ‘skills development’ in medicine (Cohen’s d = 0.76) and nursing (Cohen’s d = 0.59); overall moderate effect on ‘attitude’ (Cohen’s d = 0.74). Egger’s test was performed to assess potential publication bias. VBL offers a valuable educational tool for knowledge acquisition, skill development, and attitude changes in health education. The theoretical and practical implications of these findings are also discussed. To strengthen the evidence base, future research should address the limitations found, such as the high risk of bias (RoB), and employ rigorous study designs when investigating the role of multimedia learning in various academic disciplines.

Framing Course Content on Diversity and Inclusion: Varying Outcomes From Teaching on Disability in Sport Management

Diversity and inclusion are identified as necessary for enhancing the sport industry. Undergraduate sport management programs play an important role in educating aspiring sport professionals with respect to these topics. However, the literature indicates that sport management education can improve with respect to this work. Therefore, the purpose of this instructional technique review is to discuss two comparable teaching activities that sought to incorporate diversity and inclusion education into the content area of disability and sport-related compliance with the Americans with Disabilities Act. Student feedback showed that despite similarities between the activities (i.e., active engagement with the Americans with Disabilities Act as it pertains to sport facilities), students had substantially different reported learning outcomes related to diversity and inclusion. This review is thus designed to illustrate the importance of deliberate framing decisions in the sport management classroom, which can have a transformative impact on students’ learning around diversity and inclusion content.

A systematic review of Drone integrated STEM education at secondary schools (2005–2023): Trends, pedagogies, and learning outcomes

As the prominence of drone technology continues to captivate interest for its myriad applications in education, an understanding of the current status of drone-integrated education becomes imperative. This systematic review endeavors to furnish an updated and comprehensive analysis of the drone education studies across academic levels, with a specific emphasis on secondary education settings. To accomplish this objective, a review study with 181 publications was conducted, with a particular focus on 41 publications explicitly addressing the integration of drones in secondary STEM education. Employing a systematic approach, this review identifies, analyzes, and synthesizes pertinent literature, ensuring a thorough comprehension of the current state of the field. The key findings of this review can be summarized as follows: 1) Among the diverse array of subjects incorporating drones, STEM disciplines emerge as the most prominently featured. 2) Experiential and project-based learning stand out as the most commonly adopted pedagogical methods in drone-integrated STEM education. The incorporation of teamwork and hands-on activities is frequently cited as instructional strategies aimed at enhancing drone-integrated STEM learning experiences. 3) Beyond the acquisition of drone-related technical skills, the reported learning outcomes encompass a spectrum of aspects, including heightened STEM career awareness, increased engagement and learning interest, and collaborative problem-solving abilities. The findings underscore the potential of drones to ignite passion for STEM subjects among secondary students, achieved through interdisciplinary, hands-on applications that foster problem-solving and design competencies.

Evaluation of an online education program for healthcare professionals on best practice management of perinatal deaths: IMPROVE eLearning.

The IMPROVE (IMproving Perinatal Mortality Review and Outcomes Via Education) eLearning, developed by the Stillbirth Centre of Research Excellence in partnership with the Perinatal Society of Australia and New Zealand was launched in December 2019. Based on the successful face-to-face program, the eLearning aims to increase availability and accessibility of high-quality online education to healthcare professionals providing care for families around the time of perinatal death, to improve the delivery of respectful and supportive clinical care and increase best practice investigation of perinatal deaths. To evaluate participants' reported learning outcomes (change in knowledge and confidence) and overall acceptability of the program. Pre- and post-eLearning in-built surveys were collected over two years (Dec. 2019-Nov. 2021), with a mix of Likert and polar questions. Pre- and post-eLearning differences in knowledge and confidence were assessed using McNemar's test. Subgroup analysis of overall acceptability by profession was assessed using Pearson's χ2 . One thousand, three hundred and thirty-nine participants were included. The majority were midwives (80.2%, n = 1074). A significant improvement in knowledge and confidence was shown across all chapters (P < 0.01). The chapter showing the greatest improvement was perinatal mortality audit and classification (21.5% pre- and 89.2% post-education). Over 90% of respondents agreed the online education was relevant, helpful, acceptable, engaging. Importantly, 80.7% of participants considered they were likely to change some aspect of their clinical practice after the eLearning. There was no difference in responses to relevance and acceptability of the eLearning program by profession. The IMPROVE eLearning is an acceptable and engaging method of delivery for clinical education, with the potential to improve care and management of perinatal deaths.

Collaborative Mentoring as a Way of Meeting Teachers’ Inclusive Teaching Practices Needs: Investigating Learning Outcomes

Abstract Introduction: This article discusses a mentoring project that was aimed at improving the inclusive education practices of teachers. Methods: There were 10 mentors who were faculty members in science education and special education. Mentees were 59 teachers who have an inclusive student in their class or school. A qualitative approach was chosen. Results: Reported learning outcomes referred to changes in knowledge related to “Basic Concepts”, “Educational Support and Legislation”, “Assistive Technology”, and “Educational Accommodations”. Discussion: The results of this study points to the needs for more interdisciplinary collaboration studies in order to support teachers’ dealing with diverse students. Limitations: The results of the study are bound to the project duration and the place of the study. Conclusions: The current collaborative mentoring study has several contributions for teachers in terms of their knowledge and skills in implementing an effective inclusive education.

Processes and Effects of Mediated Communication on University Students

The aim of this study is to explore the perceptions of students on the mediated process and face-to-face communicative learning and how mediated communication affects the individuals – learners and employers. The research employs the qualitative method in the form of semi-structured interview questions to explore the perception of the students. The population of this study consisted of University students. The study's data have been analyzed thematically. It is a technique for descriptive statistics, but when codes are chosen and subjects are created from those patterns, interpretation is also involved. The results highlight how critical it is to learn from individuals who will be enrolled in distance learning, particularly at a time when several institutions are looking at innovative strategies to involve learners simultaneously on and off campus, discusses the significance of using facts to guide such choices instead of assuming what students will think or what they will desire. In contrast to the common assumption, individuals do not believe that online programs are simpler even though they do not yet believe that they are similar to face-to-face sessions. The bulk of enrollees are new to attending e-learning. Significant aspects of reported learning outcomes and contentment include communication in the elementary program, individual enthusiasm to engage in the sessions, course content, and instructional assistance and expertise. Online individuals’ participation is a better indicator of reported early education results since there is less opportunity for physical interaction during sessions.

Teacher candidates’ reflections on the learning outcomes of video-based supervision

Thorough supervision during field placement is vital to support teacher candidates' reflective capacity and professional development. Moreover, a coherent teacher education also requires shared beliefs and visions among teacher candidates, mentor teachers and higher education teachers of what constitutes good teaching and learning across contexts. Hence, the present study explores how a project with video-based supervision aided by a theoretical framework for analysis of teaching interactions may facilitate such shared beliefs and improve the quality of field-based training for teacher candidates in Norway. Qualitative individual interviews with teacher candidates (n = 7) identify some key dimensions of reported learning outcomes of such supervision from the teacher candidates’ perspectives. Most prominent among these are raised self-awareness, enhanced professional confidence, improved knowledge about key components in lesson planning, and the ability to better analyse and understand complex teaching interactions. However, more research is needed to explore subject-specific differences in the use and relevance of the theoretical framework as a basis for video-based supervision.

Scaffolding genre-based writing in the subjects: Lecturers’ learning processes in a design-based research project

To promote student writing development, integrated approaches such as genre-based writing instruction (GBWI) are advocated in tertiary education. However, most subject lecturers are not used to centralise writing in their subjects as they focus on content teaching. Capitalising on teacher learning within GBWI is therefore necessary. Design-based research can offer a fruitful learning environment for such innovative type of content and language integrated instruction. In a multiple case study (n=2) in Dutch higher professional education, we aimed to explore what subject lecturers can learn in a design-based research project in terms of scaffolding students’ writing. Qualitative data on teacher learning were collected through logs and interviews before, during and after three GBWI interventions. These data were transcribed verbatim and analyzed using transcription software. Results showed the subject lecturers reported multifaceted learning outcomes, particularly concerning changed knowledge and beliefs. Some of these were directly related to GBWI (e.g., metalanguage, deconstruction, text features) whereas others were related to scaffolding language in subject learning more generally, and to the lecturers’ teaching roles. Both lecturers also reported learning outcomes in terms of changed practices, but to a lesser extent. This may be related to the challenging character of enacting GBWI in the subjects. On a more general level, this study has yielded valuable insights into what factors are at stake when subject lecturers learn to enact GBWI. Further, it has shown the potential of a design-based research learning environment which we view as part of a causal field instigating subject lecturers’ professional development.

Leadership development programs for surgical residents: A narrative review of the literature

• Narrative review of the literature on leadership programs for surgical residents. • Nine eligible papers, with heterogeneous results, limited effectiveness, and quality. • LDPs should be grounded in leadership theory and accreditation competencies. • This is necessary to prepare today's residents into tomorrow's surgeon-leaders. While North American accreditation bodies have included leadership as a core competency for all clinicians, there remains a general lack of strategy and evidence on how surgical residents are expected to achieve that objective. This paper aimed to systematically review the current body of literature on leadership development programs (LDPs) for surgical residents. Articles pertaining to LDPs for surgical residents were identified through an electronic database search including Medline and EMBASE. Each LDP was stratified by setting, frequency, content, teaching methods, outcomes, and cross-referenced against national accreditation competencies. The Kirkpatrick model and Best Evidence Medical Education (BEME) scale were used to assess curriculum effectiveness and quality, respectively. Nine articles were selected for final review. Despite significant content variability, the most common topics included leadership theory (89%), and team building/ management (56%). Reported learning outcomes, measured primarily via surveys, included an improvement in understanding leadership ( n = 4), communication skills ( n = 3), and team building/management skills ( n = 3). The overall effectiveness of each program was low, with 67% having a Kirkpatrick effectiveness score of 1, indicating only a change in learners’ attitudes. The highest BEME score, achieved by 56% of programs, was 3/5 (i.e., conclusions can probably be based on the results). Only 33% of studies ( n = 3) framed outcomes in the context of national accreditation competencies. The current body of literature on leadership curricula for surgical residents is heterogeneous and limited in effectiveness and quality. Future programs should be rooted in leadership theory and national accreditation competencies.

Traditional Clinical Outcomes in Prelicensure Nursing Education: An Empty Systematic Review.

Effectiveness of traditional apprenticeship models used in undergraduate nursing education has been questioned in the literature for over 50 years. This systematic review aimed to examine best evidence available upon which to base decisions regarding use of traditional clinical experience with prelicensure nursing students. A systematic review was conducted following Joanna Briggs Institute and Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Nine electronic databases were searched. Full-text review was completed for 118 articles meeting inclusion criteria. No studies reported learning outcomes attributed to clinical education models, resulting in an empty review. Studies were commonly self-reports of perceptions and confidence, lacking quantitative outcomes. No sufficient evidence was found to support traditional clinical models. The scope of nursing practice and patient complexity requires higher order thinking skills, ability to prioritize, and leadership in interdisciplinary care environments. This review raises serious concerns about how nurse educators assess learning in traditional clinical environments. [J Nurs Educ. 2021;60(3):136-142.].

What do students learn in virtual exchange? A qualitative content analysis of learning outcomes across multiple exchanges

Virtual exchange refers to the engagement of groups of learners in online intercultural interaction and collaboration with partners from other cultural contexts or geographical locations as an integrated part of course work and under the guidance of educators and/or expert facilitators. This study presents a qualitative content analysis of reported learning outcomes by students of English in a Spanish university following their participation in one of thirteen online intercultural exchanges. Based on the analysis of 345 learner portfolios, several key themes were identified which provide insight into the type of learning which virtual exchange can contribute to second language classrooms. These included how virtual exchange contributed to overcoming students’ stereotypes, gaining confidence as communicators in their second language (L2) and reconceptualizing English as a tool for communication rather than as an abstract academic activity. A comparison of two models of virtual exchange within the dataset also revealed how task design can influence the outcomes of this activity.

STEAM in practice and research: An integrative literature review

This integrative review examines 44 published articles (empirical, descriptive, and pedagogical frameworks) on the topic of STEAM (Science, Technology, Engineering, Arts, Mathematics) education from 2007 to 2018. Despite the emergence of STEAM as a popular pedagogical approach for enhancing students’ creativity, problem-solving skills, and interest in STEM fields, the definitions and purposes of STEAM education remain ubiquitous. Therefore, the review examined descriptions of the overall purpose of STEAM education, definitions of the STEAM acronym and the ‘A’ in STEAM, creativity as a learning outcome, elements of arts education, and arts education learning outcomes. The review found a myriad of definitions of the STEAM concept in general, a variety of interpretations for the “A” in STEAM, and an overall lack of reported learning outcomes in the areas of creativity, problem-solving, and arts education. The articles also differentiate in methods for merging STEAM disciplines, described in one of five ways: transdisciplinary, interdisciplinary, multi-disciplinary, cross-disciplinary, and arts-integration. Recommendations are provided to advance both research and practice in STEAM education.

Strategies for teaching evidence-based practice in nursing education: a thematic literature review

BackgroundEvidence-based practice (EBP) is imperative for ensuring patient safety. Although teaching strategies to enhance EBP knowledge and skills are recommended, recent research indicates that nurses may not be well prepared to apply EBP. A three-level hierarchy for teaching and learning evidence-based medicine is suggested, including the requirement for interactive clinical activities in EBP teaching strategies. This literature review identifies the teaching strategies for EBP knowledge and skills currently used in undergraduate nursing education. We also describe students’ and educators’ experiences with learning outcomes and barriers.MethodsWe conducted literature searches using Medline, Embase, CINAHL, ERIC and Academic Search Premier. Six qualitative studies and one mixed-method study met the inclusion criteria and were critically evaluated based on the Critical Appraisal Skills Programme. Using Braun and Clarke’s six phases, the seven studies were deductively and thematically analysed to discover themes.ResultsFour teaching strategy themes were identified, including subthemes within each theme: i.e., interactive teaching strategies; interactive and clinical integrated teaching strategies; learning outcomes; and barriers. Although four studies included a vague focus on teaching EBP principles, they all included research utilisation and interactive teaching strategies. Reported learning outcomes included enhanced analytical and critical skills and using research to ensure patient safety. Barriers included challenging collaborations, limited awareness of EBP principles and poor information literacy skills.ConclusionFour of the seven analysed studies included a vague focus on the use of EBP teaching strategies. Interactive teaching strategies are used, but primary strategies focus on searching for and critically appraising research for practice-based application. Although this review included a relatively small sample of literature, the findings indicate a need for more qualitative research investigating interactive and clinically integrated teaching strategies towards further enhancing EBP undergraduate nursing students’ knowledge and skills.

Using Pinterest in Undergraduate Social Work Education: Assignment Development and Pilot Survey Results

ABSTRACTThis article describes the development, implementation, and assessment of a social media assignment using Pinterest as a tool for student engagement and professional development in two undergraduate social work courses. Twenty-one undergraduate students enrolled in Human Behavior and the Social Environment (HBSE) courses completed the assignment and a pilot survey, which assessed the students’ learning environment and reported learning outcomes. Results show that undergraduate social work students are familiar with social media for personal use but need guidance when applying social media to professional contexts. Further, students reported positive learning outcomes when using Pinterest as a tool to assess and curate professional content on HBSE topics. Implications for social work education and suggestions for future research are also provided.

A Role for Nature-Based Citizen Science in Promoting Individual and Collective Climate Change Action? A Systematic Review of Learning Outcomes

As a model of communication and engagement, citizen science has the potential to promote individual and collective climate change action. This article systematically reviewed literature that jointly addressed climate change and nature-based citizen science and identified 23 reported learning outcomes. Overall, evidence related to learning outcomes was limited across reviewed studies, but documentation of outcomes that are directly relevant to collective climate action was particularly scarce. Findings suggest more research examining citizen science from a collective climate action perspective is needed. To support future research efforts, results link the 23 revealed learning outcomes to two potential evaluation frameworks.

Conversational Moves That Matter

Cross-organizational “learning conversations” are an important source of informal learning among professionals, though little is known about whether specific characteristics of conversational interaction contribute to different learning outcomes in such conversations. This mixed-methods study examined the relationship between what (learning outcomes) and from what (specific conversational contributions) 79 executives from 22 organizations reported they learned from informal, peer-led conversations. Findings suggest that (1) there are unique associations between different types of reported learning outcomes and specific types of conversational contributions that are controversial, narrative, and inquiry in nature and (2) higher and/or lower proportions of certain conversational moves may support particular types of learning outcomes. We conclude with a discussion of findings and how they can support developing more nuanced taxonomies of effective discourse for informal learning, and identify areas for future research.

Exploratory Practice in the FL Teaching Methods Course: A Case Study of Three Graduate Student Instructors’ Experiences

The foreign language (FL) teaching “methods” course—which serves an increasingly diverse population of graduate students with varied teaching and learning experiences, professional goals, and developmental trajectories (Allen & Negueruela-Azarola, 2010)— is often the only dedicated space for graduate student instructors (GSIs) to develop integrated theoretical and practical knowledge about collegiate language learning and teaching (Bourns & Melin, 2014). This article describes how the reflective teaching framework of exploratory practice (EP) (Allwright 2003, 2005) was used in a combined German/Spanish FL teaching methods course at a large state university in the U.S. in order to foster ongoing reflective teaching practice and provide learning opportunities for GSIs with different experiences and training. Through qualitative analysis of three learning teachers’ written reflections, the study shows how graduate students worked with EP to understand their own classrooms and teaching programs in personally-meaningful and developmentally-appropriate ways. Analysis of the GSIs’ reported learning outcomes and their ability to follow EP’s seven guiding principles in their journals reveals key differences between the novice and more experienced GSIs, suggesting it may take time for those new to teaching to understand and fully integrate the principles into their reflective practice. Implications for methods coursework are discussed.

Student Self-Reported Learning Outcomes of Field Trips: The pedagogical impact

In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the preparation for the field trip, its connection to the school curriculum, and the pedagogies used, affect students’ self-reported outcomes in three domains: cognitive, affective, and behavioral; and the extent the students' socioeconomic group and the guide's affiliation affect students' reported learning outcomes. Given that most of the field trips were guide-centered, the most important variable that affected the three domains of outcomes was the guide's storytelling. Other variables that showed relationships with self-reported outcomes were physical activity and making connections to everyday life—all of which we defined as pedagogical variables. We found no significant differences in student self-reported outcomes with respect to their socioeconomic group and the guide's organizational affiliation.

The Conduct System and Its Infuence on Student Learning

In this study, 7 items were used to define a composite variable that measures the perceived effectiveness of student conduct systems. Multivariate Analysis of Variance (MANOVA) was used to test the relationship between perceived level of system effectiveness and self-reported student learning. In the analyses, 49% of the variance in reported learning outcomes was explained by the composite variable. How a conduct system is administered has a dramatic influence on how much is learned by students who interact with that system. When conduct officers view the concepts of due process and fundamental fairness as system efficacy, they are more apt to generate the type of intentional practice advanced by Lancaster (2006). Intentional practice requires student conduct professionals to engage in processes that are timely, fair, explanative, respectful, and facilitative, and that foster student learning.

Sustainability in higher education courses: Multiple learning outcomes

In this study a comprehensive approach to learning outcomes of sustainability in higher education is suggested, based on literature review, and data gathered from 13 undergraduate courses offered in a science and engineering university. All the courses integrated environmental topics. Data of self-reported students’ outcomes were collected at the end of each course through open-ended questions, and were analyzed to identify learning outcomes that promote sustainability. We found that although most courses equipped the students with theoretical knowledge about the environment, they differed a lot in the overall number and the variety of reported learning outcomes. The suggested theoretical framework, and findings of this study can inform design of future courses and programs that aim to promote sustainability literate students.