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Five years of lesson modification to implement non-traditional learning sessions in a traditional-delivery curriculum: A retrospective assessment using applied implementation variables.
- Source :
- Currents in Pharmacy Teaching & Learning; Mar2017, Vol. 9 Issue 2, p237-245, 9p
- Publication Year :
- 2017
-
Abstract
- Non-traditional learning (NTL), including aspects of self-directed learning (SDL), may address self-awareness development needs. Many factors can impact successful implementation of NTL. Objectives: To share our multi-year experience with modifications that aim to improve NTL sessions in a traditional curriculum. To improve understanding of applied implementation variables (some of which were based on successful SDL implementation components) that impact NTL. Methods: We delivered a single lesson in a traditional-delivery curriculum once annually for five years, varying delivery annually in response to student learning and reaction-to-learning results. At year 5, we compared student learning and reaction-to-learning to applied implementation factors using logistic regression. Results: Higher instructor involvement and overall NTL levels predicted correct exam responses (p=0.0007 and p<0.0001, respectively). Exam responses were statistically equivalent between the most traditional and highest overall NTL deliveries. Students rated instructor presentation skills and teaching methods higher when greater instructor involvement (p<0.0001, both) and lower overall NTL levels (P<0.0001, both) were used. Students perceived that teaching methods were most effective when lower student involvement and higher technology levels (p<0.0001, both) were used. Conclusion: When implementing NTL sessions as a single lesson in a traditional-delivery curriculum, instructor involvement appears essential, while the impact of student involvement and educational technology levels varies. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 18771297
- Volume :
- 9
- Issue :
- 2
- Database :
- Supplemental Index
- Journal :
- Currents in Pharmacy Teaching & Learning
- Publication Type :
- Academic Journal
- Accession number :
- 122009077
- Full Text :
- https://doi.org/10.1016/j.cptl.2016.11.001