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Application of Diverse Teaching Strategies in Aging Education Courses to Enhance Caregiving Competence

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Publicado en:Education Sciences vol. 15, no. 4 (2025), p. 401
Autor principal: Shang-Yu, Yang
Otros Autores: Lin Pin-Hsuan, Chin-Mao, Chen
Publicado:
MDPI AG
Materias:
Taiwan
Problem solving
Teaching methods
Confidence
Gerontology
Older people
Learning activities
Teachers
Team teaching
Aging
Vocational schools
Knowledge
Community service
Critical thinking
Education
Affect (Psychology)
Public speaking
Colleges & universities
Long term health care
Educational objectives
Experiential learning
Service learning
Questionnaires
University students
Quasi-experimental methods
Educational Opportunities
Group Discussion
Active Learning
Adult Learning
College Administration
Empathy
Evaluative Thinking
Course Content
Learner Engagement
Educational Strategies
Caregiver Role
Aging Education
Competence
Educational Methods
Learning Theories
Creative Teaching
Education Courses
Ethics
College Freshmen
Flipped Classroom
Aging (Individuals)
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Resumen:Traditional aging education at our institution in Taiwan has primarily relied on lecture-based instruction, emphasizing teacher-centered knowledge transmission. Although effective in delivering foundational theories, this approach often overlooks active student engagement which is crucial for developing critical thinking, self-confidence, and problem-solving skills. These methods focus on transmitting theories and skills while often neglecting the cultivation of a willingness to serve older adults. This study investigates the impact of integrating diverse teaching strategies into aging education courses to enhance caregiving competence, defined as a multidimensional construct comprising critical thinking, self-confidence, problem-solving ability, and willingness to serve older adults. A quasi-experimental design was used for first-year students from the Department of Healthcare Administration at a university in Taiwan. Participants were divided into traditional (111th academic year) and diverse (112th academic year) teaching groups during gerontology courses. The traditional group employed lecture-based instruction focusing on knowledge transmission, whereas the diverse group utilized flipped teaching, case or story discussions, and expert lectures, emphasizing active learning, situated learning, and reflective practices based on constructivist learning theory. Data were collected via questionnaires at the semester’s start and end. The results showed significant improvements in critical thinking, self-confidence, problem-solving skills, and willingness to serve older adults within the diverse group (p < 0.05). However, no significant differences were found between the two groups in these measures. These findings indicate that while diverse teaching strategies effectively enhance caregiving competence, their outcomes are not significantly different from those of traditional methods.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15040401
Fuente:Education Database