P011: A learning module for better medical record review research.

Innovation Concept: The objective of this research study was to create a flipped classroom, interactive, experiential learning module on how to do a medical record review study. It is designed for medical students, residents, physicians, and researchers to have a remote, online, but interactive experience that expands on textbook concepts. The “flipped classroom” means that learners will guide their own education. This learning module will include a pre-test, interactive video module, and a post-test. These components will ensure each learner reaches previously set learning goals and not only solidify the learning of learners but validate the educational method, proving its value. Methods: A review of the literature indicates that medical record review is a valuable method of research in emergency medicine however researchers may encounter methodological difficulties, and sometimes medical record reviews are performed in a suboptimal manner due to these difficulties. We are creating a learning module that builds off of the chapter in the Royal College Research Guide and elaborates on various elements, including sample size calculation. Previous work indicates that a flipped classroom approach in medicine to learning has been well developed and is backed by evidence as well as learner preference to guide their own learning. Curriculum, Tool, or Material: The learning module was initiated from the Royal College Research Guide chapter on how to conduct medical record review research. The module is a white board drawing style video that combines elements of explanation and elaboration of the chapter information and a step by step, learner-interactive example of a medical record research project creation. Conclusion: Medical record review research is accessible to many researchers due to the availability of data. This innovation would help ensure that with this availability, good research is being conducted. Future steps will involve testing and validating this learning module using the pre and post-tests, and expanding to create other, similar modules for other Royal College Research Guide chapters.

Analyzing How Cultural Norms Affect Learner Preferences in Organizational Learning Programs

Offering organizational learning programs that engage employees within the culture may help them implement strategies learned within the organization. The current theoretical research scope was performed to bring a greater understanding of the effects of cultural norms upon learner preferences in organizational learning programs along with self-leadership strategies and general self-efficacy due to the possible effects of individual characteristics upon the overall organizational performance. Due to the intrinsic motivation and biological makeup of the individual, a learner style may be skewed simply because their perception of the cultural norms and effectiveness of the organizational learning program. Cultural norms may have an effect upon learner preference within organizational learning programs; however, the magnitude and direction affects learner preference may be dependent upon self-leadership strategies and the level general self-efficacy.

A New Model and Its Practice in Language Learning Strategy Training

Learning will be facilitated if students are explicitly trained to become more aware of and proficient in the use of a broad range of strategies that can be utilized in the language learning process. A new learning strategy training model, TCLTSP Model, is designed, focusing on the understanding of learners themselves, understanding the target, and understanding learning strategies, aiming at taking conscious control of learning process. Two examples – learner preference and vocabulary learning strategy training class are demonstrated to illustrate how to practice this model in authentic classes.

Organizational Training Modalities: Investigating the Impact of Learner Preference on Performance

<p><strong>Abstract</strong></p><p>Employee training is a strategic business investment, a manifestation of firms’ commitment to improve service, operations, career development, and employee performance. Traditionally, training has been delivered in a face-to-face format. However, new training modalities of e-learning and mobile learning have emerged. Managers and workforce training professionals often face the challenge of selecting training modes that are economical, convenient, effective, and in the format preferred by the employees. The objective of this study was to evaluate whether learner preference for a training modality impacts the learners’ training performance.</p><p>A group of 103 study participants completed a workforce training module in one of three training modalities, face-to-face, e-learning, and mobile learning. Study participants completed a four-step experiment, which included a pre-assessment, training intervention, post-assessment, and survey. The research showed that although there was an interaction between training preference and training method on post-assessment performance, there was no significant difference in the training performance of learners who were trained in their preferred method versus those who not trained in their preferred method. This indicates that organizational training and development professionals should base their decision on other factors.</p><p><strong>Keywords: </strong>training, e-learning, mobile learning, workforce development, preference, organizational training, employee training, human resource development</p>