This paper presents elements of the experiential learning in engineering education through a real-life project case. The project included a team of university students from Hong Kong traveling to Sichuan, China and implementing various engineering systems from solar energy to e-learning systems for a reconstructed school in Sichuan, which was destroyed by the 5.12 Sichuan earthquake in 2008. So...

The traditional science lecture, where an instructor delivers a carefully crafted monolog to a large audience of students who passively receive the information, has been a popular mode of instruction for centuries. Recent evidence on the science of teaching and learning indicates that learner-centered, active teaching strategies can be more effective learning tools than traditional lectures. Ye...

BACKGROUND Teaching programmes in medical education are now routinely employing active learning strategies to enhance the learning process and engage students in higher levels of learning. Team-based learning (TBL) is one active learning strategy that builds on individuals' strengths by allowing them to collaborate and work as a team to achieve a common learning objective. AIMS The present st...

Here we describe a 4-yr course reform and its outcomes. The upper-division neurophysiology course gradually transformed from a traditional lecture in 2004 to a more student-centered course in 2008, through the addition of evidence-based active learning practices, such as deliberate problem-solving practice on homework and peer learning structures, both inside and outside of class. Due to the in...

Service learning is becoming a keystone of the undergraduate learning experience. At Stonehill College, we implemented a service learning course, called a Learning Community, in Neuroscience. This course was created to complement the basic research available to Stonehill Neuroscience majors with experience in a more applied and "clinical" setting. The Neuroscience Learning Community is designed...

OBJECTIVES To assess students' performance and perceptions of team-based and mixed active-learning methods in 2 ambulatory care elective courses, and to describe faculty members' perceptions of team-based learning. METHODS Using the 2 teaching methods, students' grades were compared. Students' perceptions were assessed through 2 anonymous course evaluation instruments. Faculty members who tau...

INTRODUCTION Bias in diagnostic reasoning can potentially lead to severe consequences. We explored how to design an experiential learning workshop in a general practice clerkship to raise awareness on bias. METHOD A group of 12 students was split into two groups. Both groups 'diagnosed' two patients in two case studies. Only one group, without them knowing, were given a case including salient...