Cooperative learning in the first year of undergraduate medical education

<p>Abstract</p> <p>Background</p> <p>Despite extensive research data indicating that cooperative learning promotes higher achievement, the creation of positive relationships, and greater psychological health for students at all levels in their education, cooperative learning as a teaching strategy is still underutilized in undergraduate medical education.</p> <p>Methods</p> <p>A cooperative learning task was introduced as part of the mandatory first Year undergraduate Pathology course. The task was to create an 8.5" × 11" poster summary of pre-assigned content in self-chosen groups of four or five students. On the designated "Poster Day," the posters were displayed and evaluated by the students using a group product evaluation. Students also completed an individual group process reflection survey. An objective evaluation of their understanding was gauged at the midterm examination by specific content-related questions.</p> <p>Results</p> <p>Majority (91–96%) of students judged the group products to be relevant, effective, easy-to-understand, and clearly communicated. The majority of the students (90–100%) agreed that their group process skills of time management, task collaboration, decision-making and task execution were effective in completing this exercise. This activity created a dynamic learning environment as was reflected in the students' positive, professional discussion, and evaluation of their posters. The content-related questions on the midterm examination were answered correctly by 70–92% of the students. This was a mutually enriching experience for the instructor and students.</p> <p>Conclusion</p> <p>These findings demonstrate that cooperative learning as a teaching strategy can be effectively incorporated to address both content <it>and </it>interpersonal skill development in the early years of undergraduate medical education.</p

Identification of two decision‐making paths underpinning the continued use of branded apps

This study investigates two decision‐making paths that underpin the continued use of branded apps. One path originates from past use of a category of apps and leads to continued use of a branded app from that category via recognition. The second path also starts with past use, but leads to continued use through the evaluation of the app's benefits. Two empirical studies test and subsequently validate the resulting conceptual model, confirming that both paths underpin continued use; however, the strength of the theoretical links varies, and the two paths warrant separate investigation. These outcomes support the generalizability of the proposed model, highlighting its potential as a tool to advance the understanding of consumer decision‐making leading to the continued use of branded apps. The findings of this study also yield practical relevance, especially for the delineation of strategies to enhance the chances of market survival of branded apps.<br