Case-Based Learning (CBL) in medical education is a teaching approach that engages students as learners through active learning in small, collaborative groups to solve cases from clinical patients. ...Due to the challenges afforded by the COVID-19 pandemic, small group learning such as CBL, transitioned quickly to include technology-enhanced learning to enable distance delivery, with little information on how to apply pedagogical frameworks and use learning theories to design and deliver online content.
To extend understanding of online CBL a scoping review protocol following the PRISMA-ScR framework explored the literature that describes the use of online CBL application in medical education and the outcomes, perceptions, and learning theories. A literature search was conducted in January 2022 followed by a subsequent review in October 2022. After peer review using the PRESS guidelines, the CASP appraisal tool was used to assess the rigor of each study design.
The scoping review identified literature published between 2010 and 2022 (n = 13 articles), on online CBL in the field of medical education with 11 observational studies describing student and facilitator perceptions and two randomized controlled studies. Positive perceptions of online learning included a flexible work-life balance, connection with learners, and improved accessibility. Negative experiences of online CBL included poor internet access, a distracting learning environment, and loss of communication. In the studies that collected student performance data, results showed equivalent or improved outcomes compared to the control. The CASP appraisal tool highlighted the deficiencies in most study designs, lack of framework or learning theory, and poor reproducibility of the methods to answer the research questions.
This scoping review identified literature to describe the academic outcomes, and student and facilitator perceptions of online CBL in medical education. However, the CASP tool uncovered deficiencies in study descriptions and design leading to poor quality evidence in this area. The authors provide recommendations for frameworks and learning theories for the future implementation of online CBL.
Abstract
Background
Peer review in Team-based learning (TBL) exists for three key reasons: to promote reflection on individual behaviours; provide opportunities to develop professional skills; and ...prevent ‘free riders’ who fail to contribute effectively to team discussions. A well-developed process that engages students is needed. However, evidence suggests it remains a difficult task to effectively incorporate into TBL. The purpose of this study was to assess medical students’ ability to provide written feedback to their peers in TBL, and to explore students’ perception of the process, using the conceptual framework of Biggs ‘3P model’.
Methods
Year 2 students (
n
= 255) participated in peer review twice during 2019. We evaluated the quality of feedback using a theoretically derived rubric, and undertook a qualitative analysis of focus group data to seek explanations for feedback behaviors.
Results
Students demonstrated reasonable ability to provide positive feedback, but were less prepared to identify areas for improvement. Their ability did not improve over time, and was influenced by the perceived task difficulty; social discomfort; and sense of responsibility in providing written feedback.
Conclusions
To increase student engagement, we require a transparent process that incorporates verbal feedback and team discussion, with monitoring of outcomes by faculty and adequate training.
Today, social workers serve a growing number of clients who are culturally and linguistically diverse. The importance of cultural competence in the quality of social work is evident. There is a ...greater need for different educational models and approaches to enhance the teaching of cultural competence in social work students. The present research study was carried out as an intervention study with a pretest and posttest design, with both experimental(n = 29) and control(n = 29) groups. For this study, we developed the Cultural Competence Education Model (CCEM) in the context of Turkey by examining various preexisting social work education models. We used CCEM in the intervention phase of the study. The results of this study confirm the effectiveness of the CCEM. In particular, the data obtained from the pretest and posttest measurements show that the content of the training contributes to the cultural knowledge, self-awareness, awareness and cultural sensitivity of the participants on pressure and diversity. To conclude, the study provides offers recommendations for the development of basic knowledge for cultural competence skills and culturally effective practices in the future, and concludes with a call that additionally calls for the integration of integrating cultural competence education into the general social work education curriculum.
An abstract of a study by Yeh and Reville identifying common challenges that are faced when starting or completing a writing project and demonstrating how to form a writing accountability group is ...presented. Individual writing and group brainstorming will help participants share and discover strategies to unblock their writing and find a writing voice. Group work will focus on how to form a writing accountability group at one's workplace to overcome the isolation of writing and improve one's writing productivity.
In this descriptive-analytical study with factor analytical approach, the goal was to identity and prioritize effective factors in group work enrichment in sport. For this purpose a survey of 63 ...experts from physical education department of KHorasan Razavi province (who made up 84% of statistical population ) was conducted to generate response to researchers made questionnaire with 35 questions in 7 factors with factor load of each one equal or more than the base (0/45) and coefficient alpha value for reliability of (a=0/91). Data was analyzed using confirmative factor analysis (KMO,PCA), sample,t-test and friedman test. The findings of the study revealed that all the factors have significant effect on group work enrichment. Leadership style had the first priorty followed by personality traits, reward and punishment system had the least priority.
Carers of patients with advanced organ failure (AOF) experience a tremendous caregiving burden. Social capital utilizes the internal strength of a community to support its members and may provide ...carers with comprehensive support. This study aimed to identify the different sources of social capital that can support carers of patients with AOF from the perspectives of stakeholders.
A descriptive qualitative study was conducted in community settings from April 2021 to May 2022. Stakeholders from medical social work departments, self-help groups, and non-governmental organizations were recruited, while some community members were invited through online media platforms. Individual semi-structured interviews were conducted using an interview guide. Interview transcripts were analyzed using a qualitative description approach. In total, 98 stakeholders, including 25 carers, 25 patients, 24 professionals, and 24 community members, were recruited using purposive and snowball sampling.
Six categories about social capital for carers emerged, namely, carer attributes, the community, social care services, healthcare services, information, and policies. While the attributes of carers and their relationships with care recipients had a significant influence on caregiving, support from different groups in the community, such as neighbors and employers, was valued. Good communication of information about caregiving and social services was emphasized as being helpful by carers and other stakeholders. While carers presented a need for various healthcare and social care services, several features of these services, including their person-centeredness and proactive reach, were deemed useful. At the societal level, policies and research on comprehensive supportive services are warranted. The different sources of social capital constitute a multi-layer support system in the community.
Carers can utilize personal attributes, interpersonal relationships, community resources, and societal contexts to enhance their caregiving. While this system can serve as a framework for building carer-friendly communities, interventions may be required to strengthen some aspects of social capital.
The main purpose of the paper is to provide a concise account of the advantages and disadvantages of group work in the activity of professional artists cooperating in various creative teams. The ...analyzed data comes from three different sources: the authors’ own experience gained through their work as part of various focus groups, other authors’ research results found in the publications on creatology, and the authors’ own investigative work. The aspects of teamwork (group mind) as well as limitations and drawbacks of team work in groups (group thinking) are discussed in the first part of the paper. The second part describes select results of research conducted over the last few years among Polish female artists and film and theatre directors working on joint projects in creative teams. The study examined the determinants of the women’s creative careers. The final section includes a number of conclusions that aim to answer the question posed in the title of the paper.
With this group work, which includes activities for animal rights, it is aimed that children can raise awareness about animal rights and interact with animals. The research was carried out as a ...pretest‐posttest experimental study in order to evaluate the effect of group work on children receiving counselling and training from a Guidance and Research Center in Istanbul. The study group of the research between May 2022 and June 2022 consists of 20 children (10 in the experimental group, 10 in the control group) between the ages of 11–12 and continuing their education in Istanbul. In addition to the Personal Information Form, which included questions such as gender, age, education status, number of siblings, socio‐economic levels, and status of living with pets, the Oney Animal Love Scale and Scale of Behaviour for Animals were administered to the study group as pretest‐posttest. The group work was held on Saturdays at 13:00, consisted of six sessions, and in each session, activities for socialization, animal rights and child–animal interaction were carried out. The collected data were analysed in the SPSS 22.0 package program. At the end of the group work, it was observed that there was a positive significant difference in the total scores of the Oney Animal Love and Scale of Behaviour for Animals of the children in the experimental group.
With the availability and capabilities of varied technologically enhanced learning activities, the blended learning approach has become increasingly popular in interprofessional education. The ...combined use of different technologically enhanced learning activities has not been fully examined, particularly to determine the effects of instructional sequences for effective learning outcomes.
The objective of this study was to investigate whether the instructional sequences of a blended learning approach can improve students' learning outcomes on interprofessional competencies.
A randomized controlled study was conducted with 40 interprofessional health care teams. These teams undertook three technologically enhanced learning activities-Web-based instruction (WI), virtual reality (VR), and simulation exercise (SE)-after random assignment to three groups based on three different instructional sequences (WI-VR-SE, WI-SE-VR, and SE-WI-VR). Pretests and posttests were conducted to evaluate the students' learning outcomes on interprofessional competencies.
A total of 198 participants from the three groups completed the questionnaires. All three groups reported significant improvement in their levels of self-efficacy (P<.05) and attitudes (P<.001) toward interprofessional team care about 1 month after the interprofessional learning activity. Although no significant difference was found (P=.06) between the WI-VR-SE and WI-SE-VR groups in the self-efficacy posttests, participants in the SE-WI-VR group reported significantly lower (P<.05) posttest scores than those in the WI-SE-VR group. The majority of the participants (137/198, 69.1%) selected the instructional sequence "WI-VR-SE" as their top preference.
This study shows that the instructional sequence of a blended learning approach can have a significant impact on students' learning outcomes. The learning of concepts from WI followed by problem-solving activity in the SE was found to be a more effective learning sequence than the reverse sequence. We recommend that future studies focus on scaffolding students' learning when planning instructional sequences for technologically enhanced learning activities within blended learning environments.
Contrastive learning allows us to learn general features for downstream tasks without the need for labeled data by leveraging intrinsic signals within remote sensing images. Existing contrastive ...learning methods encourage invariant feature learning by bringing positive samples defined by random transformations in feature spaces closer, where transformed samples of the same image at different intensities are considered equivalent. However, remote sensing images differ from natural images in their top-down perspective results in the arbitrary orientation of objects and in that the images contain rich in-plane rotation information. Maintaining invariance to rotation transformations can lead to the loss of rotation information in features, thereby affecting angle information predictions for differently rotated samples in downstream tasks. Therefore, we believe that contrastive learning should not focus only on strict invariance but encourage features to be equivariant to rotation while maintaining invariance to other transformations. To achieve this goal, we propose an invariant–equivariant covariant network (Co-ECL) based on collaborative and reverse mechanisms. The collaborative mechanism encourages rotation equivariance by predicting the rotation transformations of input images and combines invariant and equivariant learning tasks to jointly supervise the feature learning process to achieve collaborative learning. The reverse mechanism introduces a reverse rotation module in the feature learning stage, applying reverse rotation transformations with equal intensity to features in invariant learning tasks as in the data transformation stage, thereby ensuring their independent realization. In experiments conducted on three publicly available oriented object detection datasets of remote sensing images, our method consistently demonstrated the best performance. Additionally, these experiments on multi-angle datasets demonstrated that our method has good robustness on rotation-related tasks.
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