Michelle C Yang, Gurkaran Singh, Brodie M Sakakibara
Social Cognitive Predictors of Health Promotion Self-Efficacy Among Older Adults During the COVID-19 Pandemic
American journal of health promotion : AJHP
future success graduate professional degree program dependent upon continuous feedback provided instructors students various teaching models used medical educators include didactics problemcasebased learning smalllarge group work distanceonline education simulation labs serviceexperiential learning action learning process involves small group working real problems taking action learning individuals team organization medical school curricula usually begin mostly knowledgebased approach learning relevant science courses may include experiential learning limited organized reflection idea inherent action learning learn reflect experience paper reports process outcomes using action learning model alm teaching masters level assessment measurement medical education class objective quality improvement education study ascertain students knowledge skills attitudes demonstrated conducting substantive evaluations using alm graduate medical education assessment measurement course study formative evaluation 16week masters level medical education assessment measurement course curriculum included teaching traditional knowledge skills attitudes ksas conduct formative summative evaluations medical education addition students learned applicable quality improvement skills specifically learned identify work valid customer student requirements map improve processes collect analyze process data students taught ksas conducting formative evaluation class major project evaluated class taking reflecting experience addition alm course incorporated bloom taxonomy hierarchical framework cognition learning objectives kirkpatrick model globally recognized method evaluating results training learning programs onesample significance test used evaluate median difference preand posttest groups descriptive statistics also performed nine students medical students dental students physicians simulation lab technicians participated course students learned medical education assessment measurement knowledge skills attitudes ksas experienced process performing formative evaluation posttest results students combined revealed 277 450 616 data points greater zero total 139 data points showed improvement 34 results worse pretest discussion alm teaching assessment measurement medical education challenging may provide realistic rewarding educational experience students gained greater appreciation positive negative aspects using experiential approach finally weekly formative surveys provided regular feedback led instructional improvements regards medical education action learning best suited students clinical phase education