ArticleBMC medical education2022
Work station learning activities (WSLA) through the ICAP framework: a qualitative study.
Article in BMC medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Endless justification: A scoping review of team-based learning research in medical education.Medical education · 2026Article
- Innovative practices in humanistic and liberal education: a four-in-one "infusive" educational model regarding character, literature, culture, and civilization.Frontiers in psychology · 2026Article
- Enhancing academic performance and student engagement in health education: insights from Work Station Learning Activities (WSLA).BMC medical education · 2024Article
- Perceptions of co-teaching as a pedagogical approach to integrate basic and clinical sciences.Frontiers in medicine · 2024Article
- Integrated laboratory classes to learn physiology in a psychology degree: impact on student learning and experience.Frontiers in psychology · 2023Article
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Authors and funding
4 authors.
Funding
Abstract
backgroundEngaging, student-centered active learning activities, such as team-based learning (TBL) and laboratory practices, is beneficial to integrate knowledge, particularly in Medicine degree. Previously, we designed and implemented workstation learning activities (WSLA) inspired by TBL, which proved effective for learning requiring higher-order thinking skills. We now hypothesize that WSLA may also have the potential to be framed into a theoretical model that stratifies learning into interactive, constructive, active and passive modes (ICAP hypothesis).
methodsAn interpretive qualitative research study was conducted to evaluate this idea. Semi-structured interviews were conducted with students enrolled in health science programs after WSLA sessions, consisting of a series of activities accompanying a traditional lecture. Interviews were analyzed according to a deductive approach. Theoretical themes and subthemes driving the analysis were organized around the ICAP modes: passive, active, constructive, and interactive. An inductive approach was applied to provide additional insights.
resultsStudents valued preparatory lectures as well as corresponding WSLA activities as highly motivating, especially for the ability to integrate concepts. Although previous research shows that not all activities require high levels of cognitive engagement, students appreciated the opportunity the WSLA provided to discuss and clarify concepts as a group. Furthermore, feedback from professors and peers was highly appreciated, and helped students to construct new knowledge.
conclusionIn this work, by focusing in understanding the student's experience, we have evaluated for the first time the WSLA approach in relation to the ICAP model. We found that not only the activity type determines the learning mode, but also the environment accompanying WSLA is a determining factor. Our findings can guide future development of the WSLA approach, which represents an interactive learning methodology with strong potential within the ICAP framework.
trial registrationNot applicable.
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