Quantitative and qualitative evaluation of a learning model based on workstation activities

Judit Sánchez, Cristina Andreu-Vázquez, Marta Lesmes, Marta García-Lecea, Iván Rodríguez-Martín, Antonio S Tutor and Beatriz Gal

PLOS ONE, 2020, vol. 15, issue 8, 1-12

Abstract: Background: Moving towards a horizontal and vertical integrated curriculum, Work-Station Learning Activities (WSLA) were designed and implemented as a new learning instrument. Here, we aim to evaluate whether and how this specific learning model affects academic performance. To better understand how it is received by medical students, a mixed methods research study was conducted. Methods: In the quantitative strand, two cohorts of first year students were compared: academic year 2015–2016 n = 320 with no exposure to WSLA, and academic year 2016–2017 n = 336 with WSLA. Learning objectives at different levels of Bloom’s taxonomy were identified and performance evaluated from multiple-choice questions. In the qualitative strand, a total of six students were purposely selected considering academic performance and motivation, and submitted to semistructured interviews. Results: Performance at both cohorts for learning objectives at lower levels of Bloom’s taxonomy was similar (38.8 vs. 39.0%; p = 0.955). In contrast, students in the WSLA group outperformed significantly those not exposed for learning objectives involving upper levels (68.5 vs. 54.2%; p

Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0236940

DOI: 10.1371/journal.pone.0236940

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