During a pilot study 24 postgraduate learners in pairs and working at distance from one another, programmed SLurtles to create interactive installations in Second Life over four weeks.
How effective is the Inverted Classroom Model (ICM), a teaching tool most often used with undergraduates, when applied to postgraduate learners in economics and sustainability?
A total of 134 participants took part in the 17 focus groups: 53 undergraduate learners, 32 postgraduate learners and 49 physicians.
The average quiz score of pregraduate learners increased from 5.16 (SD = 2.34) to 6.49 (SD = 3.72), and postgraduate learners' average quiz scores increased from 6.29 (SD = 1.81) to 7.23 (SD = 2.16).
Postgraduate learners' ability to identify and to manage sepsis increased from overall average scores of, respectively, 2.47 (SD = 0.75) to 3.29 (SD = 0.67) and 2.41 (SD = 0.93) to 3.09 (SD = 0.71).
We conducted an exploratory study of Septris at Stanford School of Medicine in June and July 2012 with pregraduate learners (61 second-year medical students transitioning to third-year clerkships) and 95 postgraduate learners (46 internal medicine interns; 12 emergency medicine interns; 37 surgery residents).
Due to the focus of this study on the assessment of entry-level education (novice rather than postgraduate learners or clinicians), the instrument was intended to evaluate the first three fundamental steps of the EBP process model (ASK, ACQUIRE and APPRAISE), rather than assessment of the fourth step involving the application of knowledge and skills in clinical practice.
These include inadequate attention and time given to educating undergraduate and postgraduate learners on communication skills, difficulties in implementing standardized programs of communication skills in formal medical curricula, as well as lack of objective evaluation of the efficacy of such programs [ 12- 16].
Undergraduate and postgraduate online learners require the development of skills that will enable them to not simply engage with online content but maximise their learning through the development of advanced skills of critical thinking and reflection that only manifest from highly developed self-knowledge and self-awareness (Gregory et al. in press).
Similar to the participants in the initial workshops, participants in this current series of workshops are graduate- and postgraduate-level learners with a need for bioinformatics skills.
