Version 1
: Received: 27 June 2024 / Approved: 27 June 2024 / Online: 27 June 2024 (15:27:28 CEST)
How to cite:
Martín-Alguacil, N.; Avedillo, L. Student-Centered Active Learning Enhances Performance in Solving Higher-Level Cognitive Questions in Health Sciences Education. Preprints2024, 2024061970. https://doi.org/10.20944/preprints202406.1970.v1
Martín-Alguacil, N.; Avedillo, L. Student-Centered Active Learning Enhances Performance in Solving Higher-Level Cognitive Questions in Health Sciences Education. Preprints 2024, 2024061970. https://doi.org/10.20944/preprints202406.1970.v1
Martín-Alguacil, N.; Avedillo, L. Student-Centered Active Learning Enhances Performance in Solving Higher-Level Cognitive Questions in Health Sciences Education. Preprints2024, 2024061970. https://doi.org/10.20944/preprints202406.1970.v1
APA Style
Martín-Alguacil, N., & Avedillo, L. (2024). Student-Centered Active Learning Enhances Performance in Solving Higher-Level Cognitive Questions in Health Sciences Education. Preprints. https://doi.org/10.20944/preprints202406.1970.v1
Chicago/Turabian Style
Martín-Alguacil, N. and Luis Avedillo. 2024 "Student-Centered Active Learning Enhances Performance in Solving Higher-Level Cognitive Questions in Health Sciences Education" Preprints. https://doi.org/10.20944/preprints202406.1970.v1
Abstract
Student-centered active learning (SCAL) shifts the focus from the teacher to the student. Implementing SCAL requires the development of new forms of assessment beyond memorization and comprehension. This paper aims to demonstrate the effectiveness of SCAL by analyzing student performance at different cognitive levels. In flipped classrooms, students completed tasks with varying cognitive demands. The tests measured knowledge (level 1), comprehension (level 2), application (level 3) and analysis (level 4). This approach to assessment assesses not only the acquisition of content, but also skills that are critical to a health science student's future career. The results of expository learning were compared with student-centered collaborative learning in the Anatomy and Embryology I course over three academic years. Student opinions were collected through 326 anonymous Wooclap® surveys. No differences in performance were found for low cognitive level questions. However, SCAL significantly improved performance on higher cognitive level questions that required problem solving and application of knowledge. Despite the benefits of SCAL, it requires more effort from both teachers and students. The current assessment system, which measures the quality of teaching, penalizes this effort and requires teachers to believe strongly in the effectiveness of SCAL.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
