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Learning styles and blended learning implementation in the radiography study programmes Poster No.:

C-2999

Congress:

ECR 2010

Type:

Scientific Exhibit

Topic:

Radiographers

Authors:

M. M. C. P. Ribeiro, F. I. G. Batalha, L. J. O. Lança; Lisbon/PT

Keywords:

educational environments, Radiography Curriculum, Distance learning

DOI:

10.1594/ecr2010/C-2999

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Purpose Working with health environments, involves cognitive processes (reasoning, problem solving, decision making) and performance practice, which requires certain specific attitudes and behaviours. Recent approaches by b-learning (Blended Learning) have gradually taken space of the 1-3

traditional methods of education.

Focusing in the educational Bologna process and based on the recommendations of the OECD about the reform of Polytechnics higher education, which aims to reach the higher level of excellence, they are intended to promote interaction and collaboration between teachers and students as well to encourage the use of web technologies to create new 4-7

learning environments.

It is recognized that innovating practices in which the techniques and methodologies are used in the form of educational strategies, mixed and cross-phase, can engage and motivate students.

5,8-11

This study has implemented and evaluated the impact of teaching experience developed with the students of the Radiography course in Nervous System Imaging Unit (NSI) from the Health School of Technology of Lisbon (ESTeSL) and the traditional pedagogic methods. This pilot project was aimed to strengthen the student's autonomy and to increase self-knowledge, enhancing their growing and professional maturity. Also to provide the students with the widest variety of situations in the clinical practice scenario.

Methods and Materials In a convergence of on-line, virtual, or asynchronous learning, and face-to-face or synchronous learning, this study consists of a combination of mixed methods to promote flexible learning contexts.

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Thirty three students underwent two topics set curriculum: Brain, applied by synchronous methods and Raquis trough asynchronous methods. To evaluate learning and teaching performance, the followed tools were applied: First, the Honey and Mumford self-administered survey was used to 12

determine the learning styles of each small students group. Learning style refers to the preferred way that each student individually processes the information. Usually is described as a personality dimension which influences attitudes, values, and social interaction. Each student knowing their learning capability can accelerate as they undertake activities that best fit their preferred style. The survey included 80 items that allowed categorizing the learning styles in four levels: reflective, active, pragmatic and 12

theoretical. The individual characteristics of each one style are explained below: Active (Do) • • • • •

Immerse themselves fully in new experiences Enjoy here and now Open minded, enthusiastic, flexible Act first, consider consequences later Seek to center activity around themselves

Reflective (Revise) • • • •

Stand back and observe Cautious, take a back seat Collect and analyze data about experience and events, slow to reach conclusions Use information from past, present and immediate observations to maintain a big picture perspective.

Theoretical (Conclude) • • • •

Think through problems in a logical manner, value rationality and objectivity Assimilate disparate facts into coherent theories Disciplined, aiming to fit things into rational order Keen on basic assumptions, principles, theories, models and systems thinking

Pragmatic (Plan) • • •

Keen to put ideas, theories and techniques into practice Search new ideas and experiment Act quickly and confidently on ideas, gets straight to the point

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To check the student's knowledge, in two different moments and based on program topics, the checklists with 23 items were applied. The first was assessment the initial knowledge and one month later, in the same conditions, the second had applied to measure how their knowledge had increased. Other assessment tools: Practical and clinical performances; weekly reports, self participation, student's activities and statistical results measured through moodle® interface. The final evaluation about raquis contents was applied by the interface moodle®, and for the brain topics, a written text was conducted in a classroom, using the classic methods. Monitoring through continuous moodle® platform helped supplying other information. The educational options have been implemented according to the following arrangement: A - Lectures I - Contact face-to-face in synchronous mode by traditional methods Educational activities: •

Presentation of theoretical classroom (1 session of 2 hours per week). Methods and resources: contents presentation by exposing teaching methods such has: Illustration; exemplification and exhibition.

II - Mentor guidance in asynchronous mode: Educational activities: • • • •

Provision of contents by the online moodle® platform; Presentation of clinical cases studies. Independent self study Discussion and Quiz.

Methods and pedagogic resources: Discussion topics in the forum; Group work and individual work; Clinical case studies, individual study, testing, reports, clinical examinations in real context. B - Practical sessions Type synchronous addition of modules I and II. Educational activities: •

Proposed syllabus triggering a stimulus for the response of each clinical situation. Methods and Resources developed in the laboratory of radiography of ESTeSL, in the anatomical theatre of the medicine university, hospitals or other places of clinical practice attending lectures of pedagogic materials

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(Figure1); Discussion and discover solutions to the clinical diagnosis (Figure 2); Handling and processing images using computer technology - Workstations (Figure 3); Use of anthropomorphic phantoms to acquire radiograms effectively (Figure 4); Manipulation of human pieces (Figure 5). We also used the following resources: Teaching files; Analysis of scientific articles; Clinical case studies, essays, reports, clinical trials, script classroom practice, practical exercises in Radiological Anatomy; and Tables of Technical protocols.

Images for this section:

Fig. 1: Left - Handling pedagogic materials to intervention radiological procedures. (practical session) Right - Clinical cases observation in the worstation. (practical session)

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Fig. 2: Left - Discussion of clinical cases (practical session) Right - Image Acquisition using antropomorphic models (practical session)

Fig. 3: Manipulating human pieces of the brain in anatomical theatre.

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Results Assessment of students' profile (Figure 1) shows that for a response rate of 94%, the average learning styles stood mostly reflective preference with 34,19% of students. This result is followed by the theoretical style with 25,8% of the students. Finally the learning styles least recorded were, with equal values, the Active and Pragmatic styles with only 20,64% (6 students each). The checklist results of student proficiency in the first moment (Figure 2), show that 12 students gave correct 10 answers, 7 students agreed with 9 answers and only 2 students were able to respond correctly to 14. Obtained by 2 students, the lowest rate of correct answers was 7. The average to 33 students was 10.5 correct answers. After 12 theoretical sessions, we applied the same evaluation form to obtain results of any increase of knowledge. The results showed that, for 18 students who completed the Monitoring form (response rate 51%) the mean value of correct answers was 15. (Figure 3) It was found that 5 students had correct results in 14 answers, 4 students give correctly 16 answers and only one student had 18 correct answers. The learning assessment in a grading system 0-20, revealed the evaluation of set tools applied by distance method a score 3,48 points a little higher than the traditional tools applied in the classroom by synchronous method. The final success rate of the sample was 100% (no students failed). Only one student obtained the minimal rating of 10 points, value consistent with its other unit ratings.

Images for this section:

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Fig. 1: Average number of student's spread by the four learning styles

Fig. 2: Number of students (red) and amount of corrrect answers (blue)at the first moment of monitoring knowledge.

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Fig. 3: Number of students (red)and amount of correct answers (blue) at second moment of monitoring knowledge.

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Conclusion From the scientific and educational standpoint this pilot project should be an overall positive impact and appears to have achieved the targets. You can conclude that the numbers obtained in the evaluation moodle® platform (distance evaluation) focused on the topics mentoring by distance learning were higher than the others are applied by the synchronous methods. The identified benefits justify taking into reflection this learning approach in future. However, some boundaries must be considered as the lack of some features for hybrid methodologies application is real; the late immaturity that characterizes the latest generations of students and their resistance to change methods especially in the work type when the decision is the key point. We also sensed a certain constraint in the teachers highlighting the development of pedagogic and assessment tools for mixed methodologies. There were found other restrictions on the b-learning implementation such as: Resistance of initial Behaviours by students, inefficiencies in the access network; Low availability of terminals for student access to the platform within the school; High demands on time and increased workload for teachers; The lack of systems to verify the individual identity during the evaluation moments in the method asynchronous. As for final considerations, it was noted that this approach had main features that can be student-centred, present specific problems in the clinical context, can be an active process cooperative, integrated, interdisciplinary and generated to the student's responsibility.

References [1] IPL/UL - Proposta de critérios a observar pela Unidades Orgânicas do Instituto Politécnico de Lisboa tendo em vista a sua adesão ao processo de integração do IPL na UL (2006) - Documento de trabalho. [2] Portugal, MCTES, Lei nº. 52 publicada no DR. Nº. 169 Série I de 2006-09-01. [3] MCTES- Um compromisso com a Ciência para o Futuro de Portugal - vencer a atraso científico e tecnológico. Ministério da Ciência Tecnologia e do Ensino Superior. Documento de Orientação 2007. Acedido em 18 de Agosto de 2008.[Disponível em: http://www.mctes.pt/archive/doc/MCTES_compromisso_com_a_ciencia.pdf] pág 1-12.

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[4] Press Statement (2008) the OCDE Experts Panel Report. [citado em: http:// www.mctes.pt/archive/doc/Press_Statement_07_03_08.pdf] [5] The Bologna Process 2020 - The European Higher Education Area in the new decade. Communiqué of the Conference of European Ministers Responsible for Higher Education, Leuven and Louvain-la-Neuve, 28-29 April 2009. Acedido em 12 de Setembro de 2009. [Disponível em: http://www.mctes.pt/archive/doc/Leuven_Louvainla-Neuve_Communique_April_2009.pdf] [6] Ministers for Higher Education. Statement by the Bologna Policy Forum Benelux 2009. MCTES. 2009. Acedido em Janeiro de 2009. [Disponível em:: http://www.mctes.pt/ archive/doc/Bologna_Policy_Forum_Statement_29April2009.pdf] [7] Copetto, Miguel Angelo (2009). Relatório da OCDE e o Corporativismo - Diário Económico de 19-12-2006 in O Ensino Superior hoje: análise educativa. Lisboa. [8] Morais NS, Cabrita, I. (2008). B-Learning: impacto no desenvolvimento de competências no ensino superior politécnico. Barcelos, Tékhne., i-9 [2008-12-19], pg. 194-224. Acedido em 2009-01-08. [Disponível em: http://www.scielo.oces.mctes.pt/ scielo.php?script=sci_arttext&pid=S1654-99112008000100010&lng=pt&nrm=iso>]. [9] Delisle, R. (2000) - Como realizar a aprendizagem baseada em problemas. Porto. Cadernos do CRIAP, 13 ASA editores II. [10] INA, IP, Formação em e-Learning e comunicação. Acedido em 2008-12-09. [citado em http://elearning.ina.pt]. [11] Mendes I, Dias A. (2004). Uma experiência de b-learning no âmbito de uma disciplina de licenciatura da Universidade do Minho. In: Universidade do Minho, Braga. Acedido em 2009-11-14. Disponível em http://www.sapia.uminho.pt/uploads/uma%20experiencia %20b-learning.pdf. [12] Honey, P. & Mumford, A. (2000). The learning styles helper's guide. Maidenhead: Peter Honey Publications Ltd. [13] Organization for Economic Co-operation and Development -OECD (2005) - Elearning in Tertiary Education: Where do We Stand?. Editor Policy Brief. pp1-8. [14] Organization for Economic Co-operation and Development -OECD (2209) Education Today: the OECD Perspective - Centre for educational research and Innovation. Versão e-book (pdf format) ISBN 46 978-92-64-059955. [15] INA. (2008). Compendium of good practices. Cases of e-learning. Editor Danish Technological Institute. [16] Carvalho CV.(org) (2006). E-learning e formação avançada. Casos de sucesso no Ensino Superior da Europa e América Latina. Porto. Edições Politemo. Page 11 of 12

[17] Correia C. Tomé I. (2007). O que é o e-learning. Lisboa Plátano Editora. [18] Morais NS, Cabrita, I.(2007). Ambientes Virtuais de aprendizagem no ensino superior: Comunicação (as) síncrona e Interacção. In actas do IX Simpósio Internacional de Informática Educativa. Porto.(versão CD-ROM pp223-228.

Personal Information Ribeiro, M. Margarida do Carmo Pinto Radiography Lecturer in School of Health Technology in Lisbon; PhD student Biotecnology area in the Medicine University of Lisbon. [email protected] Batalha, Filomena Isabel Radiographer in Santa Marta Hospital in Lisbon. Tutor in School of Health Technology in Lisbon in the clinical education module. [email protected] Lança, Luis Radiography Lecturer Radiography Scientific Area Coordinator [email protected]

The authors disclose that all students agree with the publication of their photos to scientific purpose.

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