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Active learning through discussion: ICAP framework for education in health professions

DC Field Value Language
dc.contributor.authorLim, Jaeseo-
dc.contributor.authorKo, Hyunwoong-
dc.contributor.authorYang, Ji Won-
dc.contributor.authorKim, Songeui-
dc.contributor.authorLee, Seunghee-
dc.contributor.authorChun, Myung-Sun-
dc.contributor.authorIhm, Jungjoon-
dc.contributor.authorPark, Jooyong-
dc.date.accessioned2020-04-01T07:44:00Z-
dc.date.available2020-04-01T16:45:30Z-
dc.date.issued2019-12-30-
dc.identifier.citationBMC Medical Education, 19(1):477ko_KR
dc.identifier.issn1472-6920-
dc.identifier.uri10.1186/s12909-019-1901-7-
dc.identifier.urihttps://hdl.handle.net/10371/164892-
dc.description.abstractBackground
The ICAP framework based on cognitive science posits four modes of cognitive engagement: Interactive, Constructive, Active, and Passive. Focusing on the wide applicability of discussion as interactive engagement in medical education, we investigated the effect of discussion when it was preceded by self-study and further investigated the effect of generating questions before discussions.

Methods
This study was conducted in the second semester of 2018 and was participated in by 129 students majoring in health professions, including medicine, dentistry, veterinary medicine, and nursing. The students were assigned to four different trial groups and were asked to fill out a Subjective Mental Effort Questionnaire after completing each session. Their performance in posttest scores was analyzed using Bonferroni test, and mental effort was analyzed using mediation analysis.

Results
These results indicated that the self-study and question group had the highest performance and that the lecture and summary group had the lowest performance when comparing the total score. Using the analysis of mental effort, it was confirmed that the relationship between different study conditions and post-test performance was mediated by mental effort during test.

Conclusions
Our findings support the ICAP framework and provide practical implications for medical education, representing the fact that students learn more when they are involved in active learning activities, such as self-study and question generation, prior to discussions.
ko_KR
dc.description.sponsorshipThis work was supported by Research Resettlement Fund, funded by Seoul National University to allow the new faculty to design and develop new teaching and learning paradigms in higher education.ko_KR
dc.language.isoenko_KR
dc.publisherBMCko_KR
dc.subjectLearning outcomes-
dc.subjectDiscussion-
dc.subjectQuestion generation-
dc.subjectSelf-study-
dc.subjectMedical education-
dc.titleActive learning through discussion: ICAP framework for education in health professionsko_KR
dc.typeArticleko_KR
dc.contributor.AlternativeAuthor임재서-
dc.contributor.AlternativeAuthor고현웅-
dc.contributor.AlternativeAuthor양지원-
dc.contributor.AlternativeAuthor김송의-
dc.contributor.AlternativeAuthor이승희-
dc.contributor.AlternativeAuthor전명선-
dc.contributor.AlternativeAuthor임정준-
dc.contributor.AlternativeAuthor박주용-
dc.citation.journaltitleBMC Medical Educationko_KR
dc.language.rfc3066en-
dc.rights.holderThe Author(s).-
dc.date.updated2020-01-06T11:25:23Z-
dc.citation.number1ko_KR
dc.citation.startpage477ko_KR
dc.citation.volume19ko_KR
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