Situated Learning in Programs of Practice

Angela Shafer

Ball State University 

 

Abstract

As observed by Malcolm Knowles (1970), adults are more motivated to learn when they see the immediate application of knowledge and prefer to participate in problem-centered learning activities. The theory of situated learning suggests that knowledge and skills related to adult roles and responsibilities can be learned most efficiently within the actual context where they are used (MacKercher 2004).  I chose two programs to investigate that are both very similar in the fact that they are offered at the same college with similar general education requirements.  However, the difference in the two programs is that the medical assisting program has a plethora of features exemplifying situated cognition whereas the income tax program does not.  By completion of the program investigation, it is clear that I will adapt many features of the medical assisting program in writing a syllabus for the final project.   

Situated Learning Programs

Medical Assisting Program

                        The first program investigated is a medical assisting program associate degree offered through a private career college.  One unique component of the program is that the program is smattered with various competencies that the students are required to demonstrate with a passing grade prior to graduation.  The competencies accumulate throughout the program so that the students are equipped with these skills prior to going out into the workforce upon degree completion.  These competencies range from proper hand washing to performing capillary punctures and venipuncture procedures.  During the program investigation, I interviewed an instructor in the medical assisting program, Aimee Wilson. According to Aimee Wilson (personal communication, September 17, 2012), the competencies build upon one another so that the student has beginner level procedures under their belts by the time they learn the more difficult procedures.  The medical assisting program also includes an externship component, which fits well with the overall study of situated cognition context in learning. 

                        The learners in the medical assisting program are college students or adult learners.  According to Melissa Barns, Director of Career Services (personal communication, September 24, 2012), the college trains more non-traditional college students than traditional, therefore the average age of a student enrolled in the medical assisting program is 28 to 30 and the students are 92% female.   

                        The medical assisting program has many objectives.  On a larger scale, the students are preparing to pass the Certified Medial Assistant exam administered through CAAHEP/AAMA.  In addition, the students are learning and demonstrating their competence to perform basic procedures as required of entry level medical assistants going to work in the field.  On a more narrow focus, according to the syllabus for MAA2150 Clinical II, some basic course objectives include the following:

·         Demonstrate proper use of equipment and disposal containers

·         Demonstrate standard precaution of infection control including proper disposal of biohazard material

·         Perform electrocardiography including pulmonary function testing[

·         Perform capillary puncture procedures including venipucture, vacutainer, butterfly, and syringe techniques

·         Apply critical thinking skills, demonstrate proper medication administration

·         Demonstrate patient teaching skills and first aid

 

The context of learning for students in the medical assisting program consists of numerous features that support participation in the situated learning model.  Students do get a chance to practice techniques on human volunteers.  Prior to that, they use simulation models like the “arm” shown in figure A. Students can practice venipuncture, capillary, butterfly, and other method to draw blood on this model. Similarly, as shown in

Figure A                                                   Figure B

 

 

 

 

 

           

 figure B, the students use a human simulated model to practice techniques like the ankle wrap.  This ‘real life’ context in learning has been proven to be very effective in training adult learners.  In the situated learning model, the learner learns during experiences instead of only from experiences (MacKeracher 2004). 

The physical environment in the learning process includes the ergonomics of the classroom as well as the hardware or technologies used in learning and facilitating activities (MacKeracher 2004).   Recent studies show that facilitators can actually choose the seating configuration conducive to the desired outcome (Lawson 2009). As depicted in figure C and figure D, the learning environment for the medical assisting program consists of a lecture area surrounded by a simulated laboratory.  The room is arranged to act and work like a ‘real life’ medical office complete with a patient check in area, medical records section, and numerous laboratory testing and patient areas. 

            Figure C                                          Figure D

 

 

 

 

 

 

 

 

 

The medical assisting program is facilitated by faculty with proper credentialing according to the programmatic accreditation through CAAHEP.  The core courses require an instructor who is a certified medical assistant having passed the (CMA) exam through the AAMA.  Additional credentialing includes a minimum of a bachelor degree in a related field with a masters or doctorate degree preferred. 

Advanced Income Tax Program

The second program of practice selected is a certification in advanced income tax preparation.  I chose this program because it has many similarities, yet enough differences to the medical assisting program to show the impact in learning when situated learning is included in the program.

The advanced income tax certification program is offered at the same private career college as the medical assisting program.  Therefore, the general education courses will be very similar.  Students in mathematics, communications, humanities, or other general education courses are completing the same general education requirements for either program.  According to Vincent Brown, accounting instructor, (personal communication, September 24, 2012), medical and business students end up in many of the same prerequisite courses, so their education can be very similar on the front end.  However, that changes quite drastically when students move into their core courses. 

Students in the advanced income tax certification program are working to complete coursework that will prepare them to complete electronic or paper version income tax forms.  Students receive a general understanding of income tax law, corporations, and the internal revenue service, but they are not required to demonstrate their knowledge through competencies in the program like medical assistant students.  The advanced income tax certification does not fall under the scrutiny of programmatic accreditation.  Although students will be able to acquire entry level careers in income tax preparation after completion of the program, they can pass the requirements by passing all their classes.  This structure is similar to more traditional, theory based programs where less ‘real life’ learning, or situated cognition exists. 

The learners in the advanced income tax certification program are college students or adult learners.  According to Melissa Barns, Director of Career Services (personal communication, 2012), the students in the advanced income tax program are a decent mixture of traditional students right out of high school and students going back to school for a second career.  In this program, the students are about 50% male and 50% female.

The objectives in the advanced income tax program are more basic than the medical assistant program.  On a larger scale, the student will have acquired enough knowledge to work in entry level tax preparation.  However, this program does not prepare students for the Certified Public Accountant exam as it is just a certification and not associated with a diploma or degree.  According to the syllabus for ACC3150 Advanced Income Tax, students will gain a basic understanding of tax laws for corporations, S-corporations, non taxable entities, and partnerships.  In addition, students will focus on an understanding of business deductions, recognize accounting methods and payroll tax information, and understand filing requirements and audits. 

                        Different than the medical assistant program, students do not practice using simulated models.  Instead, students get an overview of computer aided programs aimed at tax preparation.  Students are taught by going through lecture learning tax law and then walking through scenarios of various income tax situations.  The computer lab where advanced income tax is held does not feel as warm and inviting as the medical lab as can be seen in figure E and F, and the students appeared to be less engaged.

 

            Figure E                                                             Figure F

 

 

 

 

 

  

 

 

 

The facilitators of the program are teachers with a masters or doctorate in accounting, business, law, or related field and in field experience.  Interestingly enough, none of the faculty members had a CPA certification.

Conclusion

 Even though the medical assistant program has more ‘real life’ learning involved in the program, it was interesting that the advanced income tax class enabled students to walk through near ‘real life’ scenarios of business taxes.  In fact, I observed students bringing in their own tax forms for last year going over potentially missed deductions.  I chose this program in the beginning because I thought it would be a great contrast to the many ‘real life’ examples demonstrated in the medical assisting program.  To my surprise, the income tax class found a way to include situated cognition into the classroom.  In the end, I found features in each program that I want to adapt in my final syllabus design. The following chart details the features I want to adapt.

The main program features	Medical Assistant Program	Advanced Income Tax Certification	The features you adapted
Feature 1	Competencies throughout the program	Computer aided practice	I adapted the concept of meeting competencies as well as computer aided practice
Feature 2	Externship component	Overhead lecture/training on forms	I adapted the externship/ apprentice component
Feature 3	Practice in a ‘real life’ environment laboratory	Knowledge of tax law for all four tax statuses	I adapted the ‘real life’ environment learning
Feature 4	Certification exam to pass at the end of the program	Ability to go out and practice at entry level with no exam, competency, or certification	I adapted the certification at the end of the program

             

                        MacKeracher (2004) uses a good example of situated cognition, or the real life environment, when describing how prenatal classes are not always helpful in preparing mothers for childbirth because the learning process cannot simulate reality.  However, classes for new parents learning to feed their infants can be very helpful because they can actually actively perform the process and learn through this context.  Research shows (Knowles 1970) that adults are motivated by this ‘real life’ context or situated learning.  In writing a program of practice demonstrating the positive effects of situated learning, I plan to adapt many of the features of the medical assisting program.  Students in the program are exposed to situations and experiences they will have in the field.  Having this training will help the adult learners to be more prepared and keep them motivated and reflecting through their program. 

 

 

References

Lawson, K. (2009). The trainer’s handbook (3^rd Updated ed.). San Francisco, CA: Pfeiffer Wiley Press.

MacKeracher, D. (2004). Making sense of adult learning. (2^nd ed.). Toronto, Canada. University of Toronto Press.