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Evaluating an inquiry-based learning program.

Aniket Nadkarni1,2,3,4, Rahul Costa-Pinto3,4, Tamishta Hensman3,4

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Summary
This summary is machine-generated.

Inquiry-based learning (IBL) in intensive care medicine education showed high participant satisfaction and engagement, though the investigation phase needs improvement. This approach fosters active learning and knowledge construction among clinicians.

Keywords:
constructivisminquiry-based learningintensive care medicine

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Area of Science:

  • Medical Education
  • Adult Learning Theory
  • Intensive Care Medicine

Background:

  • Inquiry-based learning (IBL) is an understudied educational framework in graduate medical education.
  • Intensive care medicine (ICM) requires continuous learning and adaptation for practicing clinicians.

Purpose of the Study:

  • To evaluate participant satisfaction and engagement with an IBL postgraduate education program in ICM.
  • To identify factors influencing engagement with different phases of the IBL program.
  • To explore the impact of IBL engagement on the learning experience of ICM practitioners.

Main Methods:

  • A mixed-methods study utilizing surveys and open-ended responses from ICM practitioners in an IBL program.
  • Quantitative analysis of participant satisfaction and engagement levels across IBL phases.
  • Qualitative analysis of learner experiences, determinants of engagement, and perceived learning impact.

Main Results:

  • High overall satisfaction (93.4%) and engagement reported, except for the 'investigation' phase (48.1%).
  • Greater engagement correlated with clearer learning objectives and enhanced collaborative learning, particularly for repeat attendees.
  • Qualitative data revealed value in active learning, clear objectives, safe environments, clinically relevant content, and reframed understanding through peer experience.

Conclusions:

  • ICM practitioners reported high satisfaction and valuable learning experiences with the IBL format.
  • IBL effectively facilitates active meaning construction and a constructivist approach to learning.
  • The 'investigation' phase presents a challenge, suggesting areas for program refinement in IBL for practicing clinicians.