Please use this identifier to cite or link to this item: https://doi.org/10.3946/kjme.2018.104
Title: Improving a newly adapted teaching and learning approach: Collaborative Learning Cases using an action research.
Authors: Lee, Shuh Shing 
Hooi, Shing Chuan 
Pan, Terry 
Fong, Chong Hui Ann 
Samarasekera, Dujeepa D 
Keywords: Curriculum
Education
Learning
Students
Teaching
Cooperative Behavior
Education, Medical, Undergraduate
Faculty
Health Services Research
Humans
Interdisciplinary Placement
Pilot Projects
Problem-Based Learning
Program Development
Program Evaluation
Quality Improvement
Students, Medical
Surveys and Questionnaires
Technology
Issue Date: Dec-2018
Publisher: Korean Society of Medical Education
Citation: Lee, Shuh Shing, Hooi, Shing Chuan, Pan, Terry, Fong, Chong Hui Ann, Samarasekera, Dujeepa D (2018-12). Improving a newly adapted teaching and learning approach: Collaborative Learning Cases using an action research.. Korean J Med Educ 30 (4) : 295-308. ScholarBank@NUS Repository. https://doi.org/10.3946/kjme.2018.104
Abstract: PURPOSE: Although medical curricula are now better structured for integration of biomedical sciences and clinical training, most teaching and learning activities still follow the older teacher-centric discipline-specific formats. A newer pedagogical approach, known as Collaborative Learning Cases (CLCs), was adopted in the medical school to facilitate integration and collaborative learning. Before incorporating CLCs into the curriculum of year 1 students, two pilot runs using the action research method was carried out to improve the design of CLCs. METHODS: We employed the four-phase Kemmis and McTaggart's action research spiral in two cycles to improve the design of CLCs. A class of 300 first-year medical students (for both cycles), 11 tutors (first cycle), and 16 tutors (second cycle) were involved in this research. Data was collected using the 5-points Likert scale survey, open-ended questionnaire, and observation. RESULTS: From the data collected, we learned that more effort was required to train the tutors to understand the principles of CLCs and their role in the CLCs sessions. Although action research enables the faculty to improve the design of CLCs, finding the right technology tools to support collaboration and enhance learning during the CLCs remains a challenge. CONCLUSION: The two cycles of action research was effective in helping us design a better learning environment during the CLCs by clarifying tutors' roles, improving group and time management, and meaningful use of technology.
Source Title: Korean J Med Educ
URI: https://scholarbank.nus.edu.sg/handle/10635/185462
ISSN: 2005727X
20057288
DOI: 10.3946/kjme.2018.104
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