How Faculty and Student Preferences for Active and Traditional Instructional Methods Relate to their Beliefs, Quantity, and Quality of Experiences, Knowledge of the Benefits, and Professional Training
type: CreativeWork
description: Purpose The complexity of preparing students for clinical practice and the mitigating factors that influence pedagogical preferences impact the current realities of health professional education. The purpose of this quantitative, correlational study is to explain the relationships between faculty preferences and student preferences for active over traditional methods and their beliefs, the frequency and positiveness of their experiences, and the amount and extent of the knowledge or training they have had regarding active and traditional teaching methods. Results may further inform and refine health professional education infrastructure changes to support faculty in pedagogical change as they prepare students with the higher-order thinking skills needed for clinical practice in the workforce setting. Method This study used regression and correlation to analyze Doctorate of Physical Therapy, graduate Communication Sciences and Disorders, and undergraduate nursing faculty and student data. Analyses were conducted on faculty and students as a whole, by program, and type of course to determine any group differences. Pearson r correlations were computed to determine the strength and direction of the relationships between the variables for both faculty and student data. A regression analysis was used to determine the smallest meaningful combination of independent variables (faculty and student beliefs toward active over traditional, positive faculty and student experiences with active over traditional, more frequent faculty and student experiences with active over traditional, and student knowledge of and faculty training in active over traditional methods) which predicted student or faculty preferences for active over traditional methods. Results Strong positive relationships exist between faculty preference for active over traditional methods and the frequency of their experiences, the positiveness of their experiences, and their beliefs toward active learning methods. …
abstract: Purpose The complexity of preparing students for clinical practice and the mitigating factors that influence pedagogical preferences impact the current realities of health professional education. The purpose of this quantitative, correlational study is to explain the relationships between faculty preferences and student preferences for active over traditional methods and their beliefs, the frequency and positiveness of their experiences, and the amount and extent of the knowledge or training they have had regarding active and traditional teaching methods. Results may further inform and refine health professional education infrastructure changes to support faculty in pedagogical change as they prepare students with the higher-order thinking skills needed for clinical practice in the workforce setting. Method This study used regression and correlation to analyze Doctorate of Physical Therapy, graduate Communication Sciences and Disorders, and undergraduate nursing faculty and student data. Analyses were conducted on faculty and students as a whole, by program, and type of course to determine any group differences. Pearson r correlations were computed to determine the strength and direction of the relationships between the variables for both faculty and student data. A regression analysis was used to determine the smallest meaningful combination of independent variables (faculty and student beliefs toward active over traditional, positive faculty and student experiences with active over traditional, more frequent faculty and student experiences with active over traditional, and student knowledge of and faculty training in active over traditional methods) which predicted student or faculty preferences for active over traditional methods. Results Strong positive relationships exist between faculty preference for active over traditional methods and the frequency of their experiences, the positiveness of their experiences, and their beliefs toward active learning methods. …
author: Shilling, Tammy R
keywords: Preferences, Instructional Methods, Faculty, Students, Active, Traditional, Educational Methods, Medical Education
date published: 2021-01-01T08:00:00Z
date modified: 2026-07-24T00:53:34Z
provider: Andrews University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Andrews University