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Rogan S1,2,3, Taeymans J2,4, Zinzen E2
1Bern University of Applied Sciences, Division of Physiotherapy, Department of Health, Bern, Switzerland, 2Vrije Universiteit Brussel, Faculty of Sport and Rehabilitation Science, Brussel, Belgium, 3Academy for Training Education und Integrative Physiotherapy, Grenzach-Wyhlen, Germany, 4Bern University of Applied Sciences, Health, Bern, Switzerland
Background: Frontal instruction plays a predominant role in undergraduate health professionals (UHP) and medicine education (ME). This teaching method strives to convey bundled and targeted content, introduce new topics and highlight complex relationships. Yet with this type of instruction, students are "pushed" into a passive role rather than being actively engaged in the learning process.
In contrast, the heutagogical approach wants learners to behave highly autonomous and self-determined. Students should become active learners who are well-prepared to handle the complexities of daily living and at the workplace. The use of modern technologies such as digital media (DM) and Web 2.0 or the use of modern forms of education in higher education such as blended learning (BL), can promote the active learning process among students. These tools have the capability to impart knowledge and new competences. Since digital literacy is high in most UPT students today, it seems logical to integrate new learning methods and technologies into the learning experience. While an analysis of new methods and technologies is useful, the focus must still remain on the quality of teaching to ensure maximum efficacy.
Purpose: The aim of this rapid review was to present the status of teaching methods in UHP and ME to answer a broader question “what type of higher education method stimulates active learning processes in UHP and ME students?
Methods: A rapid review of articles who investigate teaching methods stimulating active learning processes in UPT and ME students was performed.
Results: Out of 19 articles (n = 2 Physiotherapy; n = 6 nurse; n = 1 healthcare; n = 10 medicine) we found that teachers in a classroom setting should apply teaching techniques that correlate with the actual behavioral habits of the UPT and ME students. UHP and ME students from Generation Y (born: 1981 - 1995) and Z (born: from 1996 +), are the generations with the best digital literacy. They are now enrolling in higher education programs. Especially the flipped classroom method, a form of BL seems to be associated with learning gains in UHP and ME compared to frontal instruction.
Conclusion(s): The use of the flipped-classroom method with incorporated Web 2.0 and DM proportions are recommended to promote active learning in UHP and ME students. Class time can be used by interacting with UHP and ME students, discussing related topic and providing real life examples
Implications: It seems imperative that educational institutions consider the sociographic characteristics of potential UHP and ME students in order to establish optimal learning conditions. This review highlights that Web 2.0 and DM should be implemented in the flipped classroom method as a teaching possibility. Teachers should apply adapted and modern teaching methods for the newest generations of UHP and ME students.
Keywords: Blended learning, digital media, Web 2.0
Funding acknowledgements: No funding and no conflict of interest.
In contrast, the heutagogical approach wants learners to behave highly autonomous and self-determined. Students should become active learners who are well-prepared to handle the complexities of daily living and at the workplace. The use of modern technologies such as digital media (DM) and Web 2.0 or the use of modern forms of education in higher education such as blended learning (BL), can promote the active learning process among students. These tools have the capability to impart knowledge and new competences. Since digital literacy is high in most UPT students today, it seems logical to integrate new learning methods and technologies into the learning experience. While an analysis of new methods and technologies is useful, the focus must still remain on the quality of teaching to ensure maximum efficacy.
Purpose: The aim of this rapid review was to present the status of teaching methods in UHP and ME to answer a broader question “what type of higher education method stimulates active learning processes in UHP and ME students?
Methods: A rapid review of articles who investigate teaching methods stimulating active learning processes in UPT and ME students was performed.
Results: Out of 19 articles (n = 2 Physiotherapy; n = 6 nurse; n = 1 healthcare; n = 10 medicine) we found that teachers in a classroom setting should apply teaching techniques that correlate with the actual behavioral habits of the UPT and ME students. UHP and ME students from Generation Y (born: 1981 - 1995) and Z (born: from 1996 +), are the generations with the best digital literacy. They are now enrolling in higher education programs. Especially the flipped classroom method, a form of BL seems to be associated with learning gains in UHP and ME compared to frontal instruction.
Conclusion(s): The use of the flipped-classroom method with incorporated Web 2.0 and DM proportions are recommended to promote active learning in UHP and ME students. Class time can be used by interacting with UHP and ME students, discussing related topic and providing real life examples
Implications: It seems imperative that educational institutions consider the sociographic characteristics of potential UHP and ME students in order to establish optimal learning conditions. This review highlights that Web 2.0 and DM should be implemented in the flipped classroom method as a teaching possibility. Teachers should apply adapted and modern teaching methods for the newest generations of UHP and ME students.
Keywords: Blended learning, digital media, Web 2.0
Funding acknowledgements: No funding and no conflict of interest.
Topic: Education; Education: methods of teaching & learning; Education: continuing professional development
Ethics approval required: No
Institution: Bern University of Applied Science, Health
Ethics committee: KEK, Bern
Reason not required: Review
All authors, affiliations and abstracts have been published as submitted.
