Work station learning activities (WSLA) through the ICAP framework: a qualitative study

Area of Science:

• Medical Education
• Cognitive Science
• Learning Theory

Background:

• Active learning strategies like team-based learning (TBL) enhance knowledge integration in medical degrees.
• Workstation learning activities (WSLA), inspired by TBL, were previously effective for higher-order thinking skills.
• Hypothesis: WSLA can be framed within the interactive, constructive, active, and passive (ICAP) modes of learning.

Purpose of the Study:

• To evaluate the WSLA approach within the ICAP model by examining student experiences.
• To determine if WSLA can be stratified into passive, active, constructive, and interactive learning modes.

Main Methods:

• An interpretive qualitative study using semi-structured interviews with health science students post-WSLA.
• Analysis employed a deductive approach based on ICAP modes, supplemented by inductive insights.
• WSLA sessions involved activities complementing traditional lectures.

Main Results:

• Students found preparatory lectures and WSLA highly motivating for concept integration.
• Students valued group discussions and peer/professor feedback for knowledge construction.
• WSLA provided opportunities for cognitive engagement and concept clarification.

Conclusions:

• WSLA was evaluated against the ICAP model for the first time, focusing on student experience.
• Both activity type and the accompanying environment significantly influence the learning mode within WSLA.
• WSLA is an interactive learning methodology with strong potential within the ICAP framework, guiding future developments.