Active Learning Through Discussion: ICAP Framework for Education in Health Professions

• Published in: BMC Medical Education
• Main Authors: Lim, Jaeseo, Ko, Hyunwoong, Yang, Jiwon, Kim, Songeui, Lee, Seunghee, Chun, Myungsun, Ihm, Jungjoon, Park, Jooyong
• Format: Web Resource
• Language: English
• Published: Durham Research Square 06.12.2019
• Subjects: Active learning; Cognitive science; Educational activities; Medical education; Medicine; Professional education; Questions; Self study
• DOI: 10.21203/rs.2.15764/v2

Background The ICAP framework based on Cognitive Science posits four modes of cognitive engagement: Interactive, Constructive, Active, and Passive. Focusing on the wider applicability of discussion as interactive engagement in medical education, we investigated the effect of discussion when self-study preceded it and further investigated the effect of generating questions before discussions. Methods This study was conducted in the second semester of 2018, and 129 students majoring in health professions, including medicine, dentistry, veterinary medicine, and nursing, participated. The students were assigned into four different trial groups, who were asked to fill out a Subjective Mental Effort Questionnaire after completing each session. Their performance in post-test scores and their mental efforts were analyzed. Results These results indicated that the self-study and question group had the highest performance and that the lecture and summary group had the lowest performance when comparing the total score. Using the analysis of mental effort, it was confirmed that the participants who showed higher levels of mental effort also showed higher levels of studying and discussion. Conclusions Our findings support the ICAP framework and provide practical implications for medical education, representing the fact that students learn more when they are involved in active learning activities, such as self-study and question generation, prior to discussions.