Experiential Learning: 10 years of Reflection

Scott Dunham BSc, DC, MSc, MEd.

David Starmer BSc, DC, MHSc
Purpose

 To investigate the utilization of Experiential Learning at CMCC for the 2009-

2010 and 2019-2020 Academic Years
 Profile the quantity, quality and methodology of Experiential Learning
opportunities at CMCC.
Methods

 Academic course calendars and syllabi were gathered to identify instances,

purposes and nature of Experiential Learning for comparison and discussion.

 Specifically we evaluated changes in:

– Methods of curriculum delivery
– Methods of assessment
– Facilities/Resources used to deliver the curriculum
Academic Hours by Academic Hours by
Delivery Method Delivery Method
2009-2010 2019-2020
 2009-2010

2019-2020
 Assessment Type
100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
2009-2010 2019-2020

Summative Formative

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Facilities/Resources
Facilities/Resources
Facilities/Resources
 Discussion

 Earlier and more diverse of types of Experiential Learning is demonstrated.

 Framing and closing the loop is important
 Consider the environment for optimal outcomes

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 Conclusion

 There is evidence of curricular change shifting towards more group learning,

and practical clinical experiences
 There is evidence of increased utilization of technology supporting increasing
practice opportunities and to optimize feedback/reflection
 Future Directions:
 Evaluating the effectiveness of these changes
 Student Confidence/Competence/Satisfaction
 Faculty Cost
 Facilities Cost

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Acknowledgements

 Dr. David Starmer

 Dr. Christine Bradaric-Baus
 Ms. Adriana Perez