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Experiential Learning

Experiential Learning is a powerful approach to education that emphasizes learning through direct experience, reflection, and active engagement.
This method encourages learners to apply theoretical knowledge in practical situations, fostering a deeper understanding of concepts and their real-world applications.
By immersing individuals in hands-on activities, Experiential Learning promotes the development of critical thinking, problem-solving, and communication skills, preparing them for the challenges of the modern world.
Thhis holistic approach to learning has been shown to enhance retention, motivation, and the ability to transfer knowledge to new contexts, making it a valuable tool for educators, trainers, and professionals across a wide range of disciplines.

Most cited protocols related to «Experiential Learning»

Fundació ACE, Institut Català de Neurociències Aplicades is a nonprofit Alzheimer’s center that provides diagnostic, treatment, and patient management services to the Catalan Public Health Service (Xarxa Hospitalària d’Utilització Pública, XHUP). The patients are usually referred to the Memory Clinic of Fundació ACE by primary care physicians or medical specialists because the patients, their family, or their physician felt that they could have a memory problem.
The data included in this analysis were drawn from 332 individuals (118 men, 214 women) who visited Fundació ACE between January 2006 and May 2010. We selected for study those who were classified as cognitively normal with preserved performance on each of two cognitive screening tests—the Mini-Mental State Examination (MMSE; Folstein, Folstein, & McHugh, 1975 (link)) ≥24 and the Clock Test (Del Ser, Sánchez, et al., 2004 ) ≥5—and had a Clinical Dementia Rating (CDR; Morris, 1993 (link)) of zero, were older than 49 years of age, and were functionally literate. From an initial sample of 513 individuals, the medical records were reviewed to exclude those individuals who did not meet the general inclusion criteria, or had a psychiatric or neurological disease, a focal lesion on brain computed tomography (CT) imaging, a history of alcohol or other substance abuse, and severe auditory or visual abnormalities including glaucoma and cataracts. From this group, a total of 332 healthy individuals were studied.
The subjects included in this study had no evidence of functional impairment secondary to decline in cognition and had at least minimal writing abilities. However, among older individuals living in Spain, especially women, there were reduced opportunities for educational experience due to the disruption caused by the Spanish Civil War and the Second World War. All of the participants lived in Barcelona, and their native language was either Spanish or Catalan. The neuropsychological assessment was administered in their native language: 204 Catalan, and 128 Spanish. It needs to be mentioned that participants were assessed in the language that they felt more comfortable with, but many of them spoke Catalan and Spanish equally well.
All of the data included in this report were obtained in compliance with the regulations of industrial assay, and the study followed the Declaration of Helsinki guidelines. Written informed consent was obtained from all participants prior to any research evaluations.
Publication 2011
Auditory Perception Biological Assay Brain Cataract Cognitive Testing Congenital Abnormality Diagnosis Disorders, Cognitive Ethanol Experiential Learning Feelings Glaucoma Health Services Administration Hispanic or Latino Memory Memory Deficits Mini Mental State Examination Nervous System Disorder Neuropsychological Tests Patients Physicians Primary Care Physicians Substance Abuse Woman X-Ray Computed Tomography
This study was approved by the institutional review boards of the Nathan Kline Institute for Psychiatric Research and the New York University School of Medicine. Participants were volunteers who responded to advertisements in local newspapers and flyers or were recruited from our currently active Memory Education and Research Initiative Program. All participants provided formal consent prior to being examined and were compensated up to $450.00. A total of 133 participants completed the baseline evaluation, and 51 of these took part in the optional lumbar puncture procedure. Of the 51 participants who had lumbar puncture, three were excluded because of evidence in their MRI scans of confluent deep or periventricular white matter hyperintensities, defined as one or more hyperintense lesions measuring at least 10 mm in any direction. One individual was excluded because of a Mini-Mental State Examination (MMSE) score below 28. Of the 47 remaining participants, 28 were diagnosed with major depressive disorder by a board-certified psychiatrist based on clinical evaluation and the Structured Clinical Interview for DSM-IV Axis I Disorders (SCID), leaving 19 comparison subjects. Of the 28 individuals with major depressive disorder, 21 (75%) had recurrent episodes. A Clinical Dementia Rating scale score was compiled for 33 participants, and none of these had a score above 0. Table 1 summarizes the demographic and clinical characteristics of the study participants.
Publication 2012
Epistropheus Ethics Committees, Research Experiential Learning Major Depressive Disorder Memory Mini Mental State Examination MRI Scans Pharmaceutical Preparations Psychiatrist Punctures, Lumbar SCID Mice Voluntary Workers White Matter
Following each intubation, the operator completed a data collection form, which included the following information: patient demographics, occurrence of a failed prehospital intubation attempt, operator specialty, operator postgraduate year (PGY), indication for intubation, method of intubation, paralytic agent, sedative agent, reason for device selection, device(s) used, presence of difficult airway characteristics (DACs), number of attempts at intubation, outcome of each attempt, and occurrence of AEs.
Only patients undergoing orotracheal intubation in the ED were included in this study. This included patients who underwent unsuccessful attempts at intubation in the field. Methods of intubation included rapid sequence intubation (RSI), in which a paralytic agent was used; oral intubation, in which a sedative agent was used (SED); and oral intubation, in which no medications were used (OTI).
The operator had three options to choose from for the reason for device selection. If the intubation was a routine airway with no anticipated difficulty, then the device selection was marked “standard.” If the device was selected with the expectation of a difficult airway, the reason for device selection was “difficult.” If the operator was using the device to gain educational experience with the device, then it would be classified as “education.”
Standard preoperative difficult airway predictors have been shown to be challenging to apply in the emergency setting.8 (link),9 (link) Thus, we developed a list of DACs that were feasible for the operator to determine prior to intubation in an emergent setting by brief examination of the patient. These include the presence of cervical immobility, obesity, large tongue, short neck, small mandible, facial or neck trauma, airway edema, blood in the airway, and vomit in the airway.
An attempt at orotracheal intubation was defined as insertion of the laryngoscope blade into the oropharynx, regardless of whether an attempt was made to pass the endotracheal tube. Each attempt was documented with one of three possible outcomes: 1) successful tracheal intubation with no additional attempts required, 2) inability to intubate with additional attempt (s) required, or 3) inadvertent esophageal intubation with additional attempt(s) required. Successful intubation was defined as correct placement of the endotracheal tube in the trachea as confirmed by end-tidal CO2 capnometry, pulse oximetry, chest auscultation, observation of chest excursion, absence of epigastric sounds, and misting of the endotracheal tube.
Adverse events tracked in this study include the following: esophageal intubation, oxygen desaturation, witnessed aspiration, mainstem intubation, accidental extubation, cuff leak, dental trauma, laryngospasm, pneumothorax, hypotension, dysrhythmia, and cardiac arrest. Cricothyrotomy was not considered an AE as we considered it an alternative way to secure the airway (see Table 1 for definitions of these AEs).
The data forms were reviewed by the senior author (JCS). If the form had any missing data, it was returned to the operator for completion. If information on the form contained inconsistencies, the operator was interviewed by the senior author for clarification. The data forms were cross-referenced to professional billing and pharmacy records to identify any intubations performed without a corresponding data form. If an intubation was identified without a data form, the operator was given a data form to complete as soon as possible to ensure a maximal capture rate. During the study period, 93.8% of the airway forms were turned in at the time of intubation, and the remaining 6.2% were captured by cross-referencing, for an overall 100% capture rate.
The data were then entered into the electronic data-base program HanDBase 4.0 (DDH Software, Wellington, FL, www.ddhsoftware.com) for the Palm Pilot and iPad and were subsequently transferred to Excel for Windows 2010 (Microsoft, Redmond, WA). The primary outcome measures were the incidence of one or more AEs and the incidence of specific AEs.
Publication 2013
Accidents Auscultation Blade Implantation Blood Capnography Cardiac Arrest Cardiac Arrhythmia Chest Dental Health Services Edema Emergencies Experiential Learning Face Intubation Intubation, Intratracheal Laryngoscopes Laryngospasm Macroglossia Medical Devices Micrognathism Neck Neck Injuries Obesity Oropharynxs Oximetry, Pulse Oxygen Patients Pharmaceutical Preparations Physical Examination Pneumothorax Rapid Sequence Intubation Sedatives Sound Trachea Tracheal Extubation Vomiting Wounds and Injuries
Participants were recruited from the HIV testing clinics of a large midwest community-based health center as part of a larger study to develop an online HIV/STI prevention program targeted at young MSM. The center has a mission of serving the LGBT community, but as evident from clinic records and descriptive data presented below, people of a wide variety of sexual orientation access services at this clinic. During recruitment, males who received a negative HIV test result were given a brief information sheet about the project by indigenous clinic staff, asked to completed a brief questionnaire including demographic and behavioral items, and invited to provide contact information if they were interested in participating in a qualitative interview. Using these procedures, 656 young men completed the brief screening questionnaire. Of these, 558 (85%) were in the correct age range of 18 to 24 years old, of which 269 (49%) identified as gay, 45 (8%) as bisexual, 17 (3%) as queer, and 214 (39%) as heterosexual, with the remaining 13 youth specifying another identity (e.g., questioning, transgender, etc). Participants who identified as gay, bisexual, or queer were included in further analyses. This sample was ethnically diverse: 158 (48%) identified as non-Hispanic White, 67 (20%) as Black, 66 (20%) as Latino, and 38 (12%) as other (predominantly mixed race identity). In terms of education, 16 (5%) had not completed high school, 46 (14%) had graduated high school, 170 (52%) had completed some college, and 96 (29%) had completed college.
Participants who provided contact information and met initial eligibility criteria (male born and male identified, ages 18–24, and identified as gay, bisexual, or queer) were then invited to complete a more detailed online assessment in order to determine eligibility for participation in the qualitative interview. Additional inclusion criteria for the interview were having had anal sex with two or more male partners in the past three months (48%) and having not used condoms consistently for anal sex in the last three months (45%).
Participants gave informed consent prior to each interview. Sixteen participants completed the qualitative interviews, which were conducted by a single 24 year old Latino male interviewer with cultural competence to discuss sexuality with gay/bisexual young men. With permission from participants, each session was audio recorded. The interviews began with background information, and went on to an open-ended discussion of (1) sexual identity and coming out; (2) attitudes towards HIV and safer sex, and experience with HIV education programs; (3) use of the Internet for non-sexual purposes, including to obtain health information; (4) use of the Internet to meet sexual partners; (5) specific nature and circumstances of the participant’s past several sexual partners, including condom use. The interviews lasted approximately 90 minutes. The interview guide is available upon request from the corresponding author.
Publication 2010
Bisexuals Childbirth Condoms Eligibility Determination Experiential Learning Gender Identity Heterosexuals Hispanics Homosexuals Interviewers Latinos Males Preventive Health Programs Sexual Orientation Sexual Partners Testing, AIDS Transgendered Persons Youth

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Publication 2008
Acclimatization Diabetes Mellitus Experiential Learning Food Human Body Preventive Health Programs

Most recents protocols related to «Experiential Learning»

This cross-sectional study was conducted between May and August 2022. Letters of invitation were sent to PCPs from township hospitals or village doctors across Yueyang, Huaihua, and Yongzhou cities in Hunan Province, Central South China. Those who agreed to participate were provided with a questionnaire through an online platform in China, which provided functions equivalent to Amazon Mechanical Turk. This study was approved by the Ethics Committee of the Second Xiangya Hospital of Central South University, and written consent was obtained from each participant.
The self-administered questionnaire included multiple-choice and open-ended questions evaluating participants' prediabetes KAP and was developed in line with the concepts proposed by a Johns Hopkins University group (15 (link)). A pre-test was conducted among 10 PCPs to test the reliability and improve the clarity and interpretability of the questionnaire. The questionnaire consisted of two sections. The first section focused on PCPs' sociodemographic characteristics (sex and age), practice setting (township hospital or village clinic), physician seniority level, time since graduation in general medicine, history of diabetes in a first-degree relative, and experience of continuing medical education (CME) programmes related to diabetes in the past year. The second section was developed according to the latest ADA criteria and the Chinese Diabetes Society guidelines released in 2020 (17 (link)). It consisted of 16 questions on the participants' prediabetes-related knowledge (6 questions), attitudes (6 questions), and practices (4 questions). Questions related to knowledge and practice were evaluated using a two-point scale (1 = correct, 0 = false, and not sure). The questions related to attitude used a five-point Likert scale (1 = positive attitude, 0 = negative practice, or uncertain). Additionally, we asked providers to select what they considered significant challenges to lifestyle modification from a list of potential barriers drawn from prior studies regarding similar topics (14 (link), 16 (link)) and asked them to list other possible potential barriers they encountered in daily clinical practice.
Publication 2023
Chinese Diabetes Mellitus Ethics Committees, Clinical Experiential Learning Physicians Pneumocystosis States, Prediabetic
As was previously noted, the information was gathered through a web-based survey questionnaire split into two primary parts. In the first section, we asked for demographic information about each respondent. In the second part, eight constructs from the theoretical framework were evaluated. More specifically, there were 32 indicators in Part 2. The 7-point Likert scale ranges from 1 (completely disagree) to 7 (completely agree), and all questions were adopted directly from relevant literature (Appendix A).
Two methods were used to check the reliability and validity of the questionnaire before the actual data gathering. The first step involved a panel of four academic experts with extensive experience in online education evaluating the measurement instruments. Among the four assessors, there was a 90.5% level of consensus. Furthermore, the panel’s suggestions to further strengthen the study’s reliability and validity were taken into account. Secondly, a pilot research involving 60 students was conducted to assess the validity of the eight components. The results show that all constructs are reliable because their respective Cronbach’s alpha values are >0.7 (Hair et al., 2019 (link)).
Four items created by Mohammadi (2015) (link) were adopted to assess students’ views on PU of online learning system (2015). Pursuant to the aims of the present investigation, the term “Moodle” was substituted with “online learning system” in the original scale (e.g., “Using online learning enables me to accomplish my tasks more quickly”). Three items created by Bhattacherjee (2001) (link) were used to measure the students’ CON of online learning system. The initial scale was modified by switching “OBD” for “online learningn system” (e.g., “My experience with using online learning system was better than what I expected.”). Chung and Chen (2020) (link)‘s six-item scale was employed to gauge participants’ INT in online learning. It mainly includes three types of INT, namely student-teacher INT (e.g., “The instructor is supportive when a student had difficulties or questions”), student–student INT (e.g., “The course foster student-to-student INT for supporting productive learning”), and student-content INT (e.g., “The course content provides mutual INT to facilitate student learning”). Three items created by Gefen et al. (2003) (link) were adopted as a means of gauging online student SAT with their educational experiences. The original scale was modified by substituting “online learning” for “Travelocity.com” for the purposes of this research. We used a scale created by Cheng et al. (2019) (link) to assess students’ commitment to continuing their online education. The scale developed by Cheng (2019) (link) was what we used to determine whether or not students intended to continue their online education. The SYQ can be evaluated by how simple it is to use the system. The value and trustworthiness of the data provide metrics by which the INQ construct may be evaluated. When students have issues with the online learning system and the responsible staff responds to them quickly, with the appropriate level of expertise, and within the expected time frame, the SEQ becomes better. Urbach (2010) (link) developed and field-tested scales to assess constructs including information, system, and SEQ.
Publication 2023
Experiential Learning Hair Reading Frames Student
A student survey was used to assess student perceptions of feasibility, acceptability, and impact of the H&P 360. Survey items assessing student perception of the H&P 360 were developed in collaboration with the American Medical Association H&P 360 Implementation Grantee team. The survey consisted of 14 5-point Likert-scale questions assessing feasibility, perceived impact on patient care, and perceived impact on educational experience. Short-response items elicited useful and challenging aspects of the H&P 360 and student recommendations (Multimedia Appendix 4).
At the conclusion of the educational program, all subIs (n=24 students) were asked to complete the survey anonymously. Percentages of students who selected 5 (strongly agree) or 4 (somewhat agree) on the Likert scale were tabulated. Open-ended responses were read by two members of the research team and common statements (defined as reported by three or more students) were identified and summarized.
Publication 2023
Experiential Learning Programmed Learning Student
Interview participants were recruited through purposive sampling (50 , 51 ) from the authors’ professional networks In order to be invited for our study, participants needed expertise in education research and practice. The current roles of the participants include Ph.D. candidates in education and economics of education, postdoctoral researchers, university faculty members, and research directors at public and private education agencies. In terms of education level, we included a mix of participants with expertise in K-12 and higher education. We refer to them anonymously as P01–P15. SI Appendix, Table S1 lists all participants’ self-reported occupations, research areas, genders, and races/ethnicities. In addition to current occupations, Table 1 lists other experiences in the education sector that participants have had. Further details that participants provided on their backgrounds indicated common experiences with teaching in public high schools, engagement in policy evaluation, and nonprofit work focused on students from working class families.
Publication 2023
Ethnicity Experiential Learning Faculty Gender Student
The evaluation program will be based upon the the evaluations from the first three phases and a consideration of the characteristics of the target population. Theories of behavior change such as the SCT we are using to support our educational program, show the focus of the intervention program and propose useful strategies to achieve the goals of change [54 ]. For example, the concept of self-esteem, and ways to increase it, will be taught to improve self-efficacy. Similarly, the intervention group will be trained with thinking traps and recognizing their thoughts to improve self-regulation skills, in order to control their emotions, as well as speed skills to monitor their emotions. Although there is some diversity in terms of education duration and topics [55 ] the available evidence suggests that empowering employees in the field of resilience skills is one of the important components of health promotion programs [56 (link)]. The effectiveness of an educational program is also dependent upon the application of educational theories, which can support the ability of the material to change the behavior of the target population [57 (link)]. Theories that explain adult learning suggest that collaboration and active involvement in the educational sessions are required, as well as positive reinforcement by timely feedback [58 (link)]. In view of this, some techniques, such as small-group discussions, role-plays, and questions and answers will be used to support good face-to-face teaching-learning practices. The educational sessions will also include video clips, podcasts, pamphlets and other purposeful handouts to support assimilation of the materials both during the sessions and as homework. This can help increase the learning of more contents during the education process [59 , 60 (link)].
Drawing on intervention studies that have published their experiences, it seems that an educational program consisting of 8–10 sessions, should be effective in developing basic resilience skills. Similarly, other interventions with educational training in weekly sessions of 60–90 min have been found to have sustainable positive outcomes [53 (link)]. Thus, the contents of the intervention program will proceed with 10 sessions, each approximately 60–90 min, with the contents shown in Table 2.

Contents of the educational intervention program sessions

SessionsContents
1Introduction. familiarization with the research objectives, groups, and participants
2Resilience, familiarity with emotions
3Cognitive traps
4Cognitive traps
5Problem-solving skills
6Speed skills to control emotions
7Effective communication skills
8Effective communication skills
9Self-esteem and self-efficacy skills
10Self-esteem and self-efficacy skills
Publication 2023
Adult Clip Emotions Experiential Learning Face Positive Reinforcement Programmed Learning Self Concept Self Esteem Target Population Teaching Thinking

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More about "Experiential Learning"

Experiential Learning, also known as hands-on learning or learning by doing, is a powerful educational approach that emphasizes the importance of direct experience, reflection, and active engagement in the learning process.
This holistic method encourages learners to apply theoretical knowledge to practical situations, fostering a deeper understanding of concepts and their real-world applications.
The core principles of Experiential Learning include immersing individuals in hands-on activities, promoting the development of critical thinking, problem-solving, and communication skills.
This approach has been shown to enhance retention, motivation, and the ability to transfer knowledge to new contexts, making it a valuable tool for educators, trainers, and professionals across a wide range of disciplines, including fields that utilize statistical software like SAS version 9.4, Stata 15, SPSS version 18.0, SPSS Statistics for Windows, Version 23.0, SPSS 28.0, SPSS Statistics 19, Stata 13, SPSS WIN 24.0, SPSS software version 22.0, and the Hero 5 Session action camera.
By encouraging learners to actively engage with the material, Experiential Learning fosters a deeper understanding of concepts and their real-world applications.
This approach enhances the ability to transfer knowledge to new contexts, preparing individuals for the challenges of the modern world.
Whether you're a student, a professional, or an educator, the insights and skills gained through Experiential Learning can be invaluable in navigating the complexities of today's dynamic and ever-evolving landscape.