Evaluating an inquiry-based learning program-Reference-Cited by-同舟云学术

Evaluating an inquiry-based learning program

Published:2023-12-01 Issue:4 Volume:47 Page:930-939
ISSN:1043-4046
Container-title:Advances in Physiology Education
language:en
Short-container-title:Advances in Physiology Education

Author:

Nadkarni Aniket¹²³⁴^ORCID,Costa-Pinto Rahul³⁴^ORCID,Hensman Tamishta³⁴,Harman Emily V.³⁴,Yanase Fumitaka³,Lister Bruce G.⁴,Nickson Christopher P.⁵⁶,Thomas Josephine S.¹²^ORCID

Affiliation:

1. Royal Adelaide Hospital, Central Adelaide Local Health Network, Adelaide, South Australia, Australia

2. University of Adelaide, Adelaide, South Australia, Australia

3. Austin Hospital, Austin Health, Heidelberg, Victoria, Australia

4. College of Intensive Care Medicine of Australia and New Zealand, Prahran, Victoria, Australia

5. Alfred Hospital, Alfred Health, Melbourne, Victoria, Australia

6. Monash University, Melbourne, Victoria, Australia

Abstract

An inquiry-based learning (IBL) program was launched as part of a novel binational intensive care medicine education program. Postgraduate intensive care medicine practitioners participated in this education intervention, where facilitated group discussions explored core intensive care medicine concepts. Survey responses indicated overall satisfaction, engagement with the IBL format, and a constructivist approach to learning. This study provided new insights into the benefits and challenges of an IBL program in the context of practicing clinicians.

Publisher

American Physiological Society

Subject

General Medicine,Physiology,Education

Link

https://journals.physiology.org/doi/pdf/10.1152/advan.00050.2023

Reference21 articles.

1. Lost in translation: barriers to learning in health professional clinical education

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5. Developing an effective support system for inquiry learning in a Web-based environment

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