Work-Based Learning (WBL) Model to Develop Self-Directed Learners in Optometry Education - An Evaluation

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Tan LL ◽  
◽  
Kallakuri S ◽  
Yeo AC ◽  
◽  
...  
Keyword(s):  
Interpersonal Skills ◽  
Focus Group Interview ◽  
Employability Skills ◽  
Student Survey ◽  
Cohort Size ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Professional Dispositions ◽  
Directed Learning ◽  
Academic Year

Purpose: This paper evaluated the effectiveness of work-based learning (WBL) model to develop self-directed learning skills in optometry education. Methods: ‘WBL cohort 1’ in Academic year (AY) 1819S1 (n = 20) and ‘WBL cohort 2’ in AY1920S1 (n = 65) were studied and compared with a ‘traditional cohort’ (n = 42). The following were investigated: (i) Student Survey (SS); (ii) Focus Group Interview (FGI); (iii) adjunct lecturer survey and (iv) Final Module Score (FMS) in four core modules. Results: Through SS, >60% reported that WBL enabled them to be selfdirected learners and >80% felt that it helped to develop useful optometry skills and knowledge. Through FGI, 83% of the ‘WBL cohort 1’ and 54% of the ‘WBL cohort 2’ reported that it trained them to be self-directed learners. More than 60% of the adjunct lecturers surveyed reported that students who underwent the WBL model had exhibited good interpersonal skills, critical thinking and good traits of an independent optometrist. However, these were not as clearly evident when the cohort size was increased. Based on academic performance (with FMS as an indicator), WBL produced variable results in the four core modules surveyed, with WBL cohorts 1 and 2 performing differently. Conclusion: WBL model was able to develop self-directed learners and professional dispositions as well as generic employability skills. To scale WBL for larger cohorts, considerations must be given to faculty and resource availability, which it demands.

scholarly journals ‘Flipped Learning’ in Disaster Triage – Polarising Medical Student Attainment?

2020 ◽  
pp. 1-3
Author(s):  
Anthony Mark Monaghan ◽  
Jake Hudson ◽  
Arion Romanos Alexopoulos
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Flipped Classroom ◽  
Independent Learning ◽  
Flipped Learning ◽  
Potential Utility ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

scholarly journals Introduction of Group Discussion as a Teaching—Learning Method in Dissection Hall for the First MBBS Students

2019 ◽  
Vol 08 (02) ◽  
pp. 066-070 ◽  
Author(s):  
Mehul Tandel ◽  
Daxa Kanjiya ◽  
Neeraj Vedi ◽  
Deepak Sharma ◽  
Praveen Singh ◽  
...  
Keyword(s):  
Group Discussion ◽  
Active Participation ◽  
Cooperative Interaction ◽  
Learning Method ◽  
Self Directed Learning ◽  
Medical College ◽  
Feedback Questionnaire ◽  
Directed Learning ◽  
Teaching Learning ◽  
Academic Year

Abstract Background Human cadaveric dissection is considered as a core teaching tool and plays a major role in active learning process of students. However, students’ active participation and self-directed learning in dissection hall has declined over the period of time. Group discussion in dissection hall allows students to participate actively, engage in cooperative interaction, communicate effectively, and utilize self-directed learning. Therefore, group discussion has been introduced and assessed as a teaching-learning method in dissection with the aim of improving participation, learning, and communication skill of students in dissection hall. Methods This study was conducted on 100 students of Pramukhswami Medical College, Karamsad, Anand, Gujarat, India, during the 2018–2019 academic year. Students were divided in 10 groups for dissection. Group discussion was introduced as a teaching-learning method and assessed during dissection. Data were collected through anonymous feedback and then statistically analyzed. Result There was significant increase in active participation of most students during dissection: 79% students rated this method as good or excellent; 51 to 74% students agreed that this method helped them in better understanding of subject, improving dissection skills and communication; and 68% students agreed that working in group is better as compared with traditional method of dissection. The Cronbach's alpha of feedback questionnaire was 0.816. Conclusion Students perceived that the group discussion during dissection not only helped in creating active participation and better understanding of subject but also helped improve learning, communication, and dissection skills.

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