Building Student Community in a Hybrid Program

ABSTRACT

The concept of student community has been shown to enhance learning, empower students, and increase engagement in the learning process. An occupational therapy program transformed classroom-based learning to a hybrid platform with over 70% of the course content online and expanded from one to two learning sites. Based on faculty concerns about occupational therapy students’ experience of belonging to a community, this study compared student-perceived sense of community in the first and final didactic semesters of a hybrid Master's program. Using the Classroom and School Community Inventory and a Checklist of 24 Points of Contact, faculty found over 90% of students reported a sense of community with no significant differences from start to finish of the didactic program, or between learning sites. Furthermore, students reported informal, out-of-classroom interactions with colleagues, group assignments, and face-to-face classroom sessions as the strongest points of contact contributing to a sense of student community.     

Cooperative Learning Through Collaborative Faculty‐Student Research Teams*

Abstract: A structured research team experience can add a great deal to a graduate student's academic and professional training, and it also can support a positive research culture within a department. In this study, we discuss how one department developed and implemented collaborative learning research teams to enhance students’ research experiences. We discuss the advantages of cooperative learning and share student and faculty reflections that further support the use of collaborative learning research teams.     

A community-based approach to the medical humanities

BACKGROUND: This paper discusses the rationale behind, and an approach to, the development of a graduate level interdisciplinary curriculum in literature and health care that incorporates community-based learning. Such an innovative approach emerges from the recognition that professional training in both health care and humanities programmes often does not model the kinds of collaborative relationships and professional values desired by contemporary health care students, providers and patients. METHOD: Recent trends in literary study and the medical humanities are described, along with the function (and benefits to students) of interdisciplinary classrooms and the role of community-based learning in higher education. The authors discuss their experiences teaching, and offer students' responses to medical humanities courses from which the concept for such a curriculum evolved. The paper offers advice on developing, evaluating and disseminating such a model curriculum for medical, nursing and graduate literature students. PROPOSAL: By linking health care with graduate English literature students, such a course would promote dialogue and understanding among health professionals, enhance student awareness of the effects of illness on patients, their caregivers and families, and encourage student activism and community service. A common set of literary works would provide a shared vocabulary and opportunities for ethical, critical and personal response. Working together in a community-based project, students from different programmes would learn to appreciate alternative professional and lay perspectives on common experiences.     

Interprofessional Educational Experience to Assist in Student Readiness Toward Neurorehabilitation

ABSTRACT. Occupational and physical therapy professionals are natural partners in neurorehabilitation especially in the acute stages of recovery. To enhance student-learning experiences from both disciplines, we have developed an interprofessional (IP) learning unit that was embedded in neurorehabilitation tracks of each respective program. The primary goal of this project was to examine interprofessional attitudes and perception toward interprofessional learning and practice. A total of 117 occupational therapy (53) and physical therapy (64) students completed an IP case-based learning module with the goal of developing an IP care plan typically seen in neurorehabilitation. Using a sequential explanatory mixed methods design, we collected data pre- and postintervention using the Readiness for Interprofessional Learning Survey (RIPLS). We also utilized a postintervention questionnaire and focus groups intended to solicit information regarding IP competencies. At pretest, students had high ratings on the RIPLS that led to minimal changes at posttest (p = .157). However, common threads from the questionnaire and focus groups showed positive effects on student learning and attitudes toward interprofessionalism. Students reported positive experiences with the IP module. An IP case-based educational module has the potential to facilitate professional development and readiness for future IP practice. Students from different disciplines appreciate the value of IP education (IPE) in reinforcing their professional identity and understanding the professional contributions of others. Our findings are consistent with literature on best practices for IPE.     

Student learning experiences in a longitudinal clerkship programme

Objective  To identify how medical student learning experiences in a new longitudinally integrated clinical clerkship (LICC) programme impacted students' learning.
Methods  We conducted semi-structured interviews with 12 medical students at three points in their training. We used an inductive, thematic analytic approach to data. Interviews ( n  = 35) were iteratively and independently coded by research team members to identify and corroborate key emergent themes.
Results  Students in the LICC programme reported slow but ongoing increases in patient responsibility, examination-driven learning, programme flexibility to address educational gaps, and a strong and positive perception of educational continuity through a longitudinal primary care educator and similar case mix throughout the year.
Conclusions  Student learning experiences in an LICC programme are both similar to and different from those in a traditional rotational clerkship programme. Students in the integrated clerkship were clear and unequivocal about the benefits of working with one teacher across time and caring for patients at different stages of the same disease in multiple settings. These findings have implications for clinical education development and design.     

A Convergent Mixed-Methods Exploration of the Effects of Community-Engaged Coursework on Graduate Student Learning

Objective

To examine the impact of a community-engaged assignment on graduate student learning in the nutritional sciences.

Correlates of Performance on the MCAT: An Examination of the Influence of College Environments and Experiences on Student Learning

This study examines the influence of several college factors and learning activities on student learning as measured by performance on a standardized test. The study uses a national sample of 495 students who completed the Medical College Admission Test (MCAT) four years after entering college in the United States in 1989. Multiple regression analysis is used to examine the impact of between- and within-institution learning environments, and non-academic activities on student learning. The relative influence of between-institution characteristics is reported to be greater than that of within-institution factors. For example, the standardized coefficients for attending a university (public or private) are 0.15, and for the variables ``physical science major' and ``worked on a professor's research project' they are 0.08 and 0.07 respectively. The institutional type of college attended as an undergraduate, university as compared with 4-yr colleges, as well as opportunities to interact with faculty outside the classroom are positively associated with student performance. This revised version was published online in June 2006 with corrections to the Cover Date. This revised version was published online in June 2006 with corrections to the Cover Date.     

军队院校地方研究生管理模式探讨

随着军队院校地方研究生招收培养工作的逐步深入,军队院校研究生生源结构发生了重大变化,地方研究生也将逐步纳入研究生日常管理工作。地方研究生自身的特点决定了其日常行政事务管理工作与军队研究生大不相同。本文分析地方研究生的特点和军、地两类研究生管理的不同点,归纳军队院校研究生管理模式现状,并对新形势下军队院校地方研究生管理模式进行探索和思考。     

Using a Guided Journal Club as a Teaching Strategy to Enhance Learning Skills for Evidence-Based Practice

Journal clubs are used in both clinical and academic settings in order for clinicians and students to utilize current best-practices, become competent in evidence based practice and develop critical appraisal skills. Journal clubs encourage students to practice searching for relevant research, critically appraising articles, and contributing to open discussions with peers. Establishing the practice of reading and critiquing literature in the classroom can enable the creation of a habit of using current evidence when students enter practice. This article describes a strategy for delivering a structured academic journal club to support the learning of evidence based practice skills and students' perception of the journal club, including their overall satisfaction, knowledge base skills, and presentation skills. Students had an overall positive experience and perception of the guided journal club activity. From the instructor's perspective, this assignment was an excellent opportunity to engage students in learning the process of evidence based practice.     

The development and evaluation of Student Training, Education and Practice for Dietetics CD-ROM: a computer-assisted instruction programme for dietetic students

The Student Training, Education and Practice for Dietetics (STEP‐DIET) CD‐ROM was developed at the University of Surrey to prepare dietetic students for the practical dietetic training component of their Nutrition/Dietetics degree. This study aimed to evaluate student response to the programme and its effectiveness as a teaching tool, based on the evaluation framework of D.L. Kirkpatrick (Evaluating a Course, 2nd edn. London, Kogan Page). Quantitative and qualitative methodologies were employed, with 41 dietetic students, separated by year group, completing questionnaires and taking part in six focus groups, at the University of Surrey. Student attitudes towards the instruction method and the STEP‐DIET programme itself were investigated, in conjunction with their perceived learning achievements. Students rated the programme highly in terms of design and content, however, there was a reluctance to accept computer‐assisted instruction (CAI) as a sole teaching method. A number of learning achievements relevant to dietetic practice were reported including a perceived increase in ability to conduct a dietetic interview and an increased understanding of the management of Type 2 diabetes. In general students reacted positively to the STEP‐DIET programme and it was perceived by students to be effective in preparing them for the practical component of their dietetic training.     

Patient-centred medicine through student-centred teaching: a student perspective on the key impacts of community- based learning in undergraduate medical education

CONTEXT: The UK General Medical Council has proposed that increased use of community settings is essential to enhancement of medical education. However, such curriculum developments have been directed by educationalists and clinical faculty; there is to date little to show whether student perspectives accord with such expectations. AIM: To examine student views on whether community-based learning during a UK undergraduate medical education course results in new learning in the areas expected, and to elucidate any process factors which enhance attainment of learning objectives. METHOD: Nominal group technique, to develop consensus on important learning outcomes and process factors, and questionnaire survey, developed from the views of the nominal groups. RESULTS: 89 students participated (response rate 70% for the nominal groups, and 88% for questionnaire). Students perceived increased learning in many of the areas expected. In particular, students reported significant learning from: witnessing the impact of a longer term and more personal relationship with patients; the visible impact of social environment on health; the importance of dealing with people rather than diseases, and the use of the whole team for care. In addition, they emphasized that tutor, staff and patient enthusiasm for student presence and learning greatly enhanced the student learning experience. CONCLUSIONS: Community settings appear to achieve the expected attitudinal adaptation of students. The role of the committed tutor and team is seen as pivotal to learning. The conclusions support an increased emphasis in contemporary medical education and related research activity on the key impact of relationships in the learning environment.     

Fueling the Public Health Workforce Pipeline Through Student Surge Capacity Response Teams

In January 2003, the University of North Carolina Center for Public Health Preparedness established Team Epi-Aid to match graduate student volunteers with state and local health departments to assist with outbreaks and other applied public health projects. This study assessed whether Team Epi-Aid participation by full-time graduate students impacted post-graduation employment, particularly by influencing students to work in governmental public health upon graduation. In September 2010, 223 program alumni were contacted for an online survey and 10 selected for follow-up interviews. Eighty-three Team Epi-Aid alumni answered the survey (response rate = 37 %). Forty-one (49 %) reported participating in at least one activity, with 12/41 (29 %) indicating participation in Team Epi-Aid influenced their job choice following graduation. In 6 months prior to enrolling at UNC, 30 (36 %) reported employment in public health, with 16/30 (53 %) employed in governmental public health. In 6 months following graduation, 34 (41 %) reported employment in public health, with 27 (80 %) employed in governmental public health. Eight alumni completed telephone interviews (response rate = 80 %). Five credited Team Epi-Aid with influencing their post-graduation career. Experience in applied public health through a group such as Team Epi-Aid may influence job choice for public health graduates.     

A collaborative teaching strategy for enhancing learning of evidence-based clinical decision-making

The educational literature cites a lack of student motivation to learn how to use research evidence in clinical decision-making because the students do not observe clinicians using evidence. This lack of motivation presents a challenge to educators as they seek to instill the value of evidence-based clinical decision-making (EBCD) in students. One problem is that students in entry-level programs do not have the experience needed to know what to look for, and secondly, clinical decision-making is contextually based in a patient problem. Our approach offers one solution to bridging the gap between classroom teaching and real-world implementation of EBCD through a three-phase collaborative approach. Occupational and physical therapy students are partnered with clinicians to find and appraise evidence to answer the real-world questions posed by these therapists. This paper describes the implementation of the partnership, teaching/learning outcomes, logistics, and implications for clinicians. We found this approach increased student motivation and greatly enhanced the learning experience. Future directions include implementing a framework which allows for the assessment of the strategy on the facility and creates opportunities to integrate the use of EBCD in all aspects of facility practice.     

Constructive engagement: an integrative method of involving students in the learning process

Providing a meaningful learning environment for each student represents a constant and ongoing challenge for faculty. This objective can be facilitated by active student participation in class interactions. The authors have developed the Constructive Engagement Method (CEM), an integrative method for actively involving students in the learning process. CEM permits students to hone interpersonal skills through the development of interrelated practical applications of critical listening and peer evaluation. The CEM approach introduces a method of student performance evaluation that has been judged as fair and equitable by almost all student participants. CEM fully involves all students, even in classes with very large enrollments. CEM as a teaching strategy utilizes a modified debate format that begins with a period of student preparation followed by a debate between two competing teams. The debate is followed by an evaluation period, during which the non-participating students practice the all-important task of determining the value of each team's investment in the process. CEM comprises five stages as follows: Phase 1--Preparation; Phase 2--Opening Statements; Phase 3--Intense Interaction; Phase 4--Closing Statements; and Phase 5--Evaluation. The CEM methodology has enjoyed strong support among graduate and undergraduate students.     

Student perceptions of the progress test in two settings and the implications for test deployment

Background The Progress Test (PT) was developed to assess student learning within integrated curricula. Whilst it is effective in promoting and rewarding deep approaches to learning in some settings, we hypothesised that implementation of the curriculum (design and assessment) may impact on students’ preparation for the PT and their learning. Aim To compare students’ perceptions of and preparations for the PT at two medical schools. Method Focus groups were used to generate items for a questionnaire. This was piloted, refined, and then delivered at both schools. Exploratory factor analysis identified the main factors underpinning response patterns. ANOVA was used to compare differences in response by school, year group and gender. Results Response rates were 640 (57%) and 414 (47%) at Schools A and B, respectively. Three major factors were identified: the PT’s ability to (1) assess academic learning (2) support clinical learning; (3) the PT’s impact on exam preparation. Significant differences were found between settings. In the school with early clinical contact, more frequent PTs and no end of unit tests, students were more likely to appreciate the PT as a support for learning, perceive it as fair and valid, and use a deeper approach to learning—but they also spent longer preparing for the test. Conclusion Different approaches to the delivery of the PT can impact significantly on student study patterns. The learning environment has an important impact on student perceptions of assessment and approach to learning. Careful decisions about PT deployment must be taken to ensure its optimal impact.     

Student attitudes towards anatomy teaching and learning in a multiprofessional context

CONTEXT: We carried out a survey of attitudes to learning anatomy amongst students from a range of health care disciplines in a multiprofessional context. SETTING: A joint course called the Common Foundation Programme (CFP) presented by a hospital medical school and a joint university faculty of health and social care sciences in the UK in the first term of the students' courses. PARTICIPANTS: Students following degree courses in biomedical science, medicine, nursing, physiotherapy, diagnostic radiography and therapeutic radiography. OBJECTIVES: To assess student attitudes to cadaveric work, learning anatomy and multiprofessional learning, and to compare student performance between degree courses in an anatomy assessment. DESIGN: A questionnaire was designed that requested demographic information and the students' attitudes to cadaveric work, anatomy learning and multiprofessional learning on a Likert scale. All students sat the same anatomy assessment at the end of the first term. RESULTS: The biomedical science and medical students were the most apprehensive about entering the dissecting room. The biomedical science students enjoyed working in a multidisciplinary group the most. Assessment results varied widely and the physiotherapy and medical students scored more highly than students in other disciplines, although all students had participated in the same course. CONCLUSIONS: It was possible to teach anatomy in the context of the shared learning experience of the CFP, although performance varied widely. Reasons for the differences are discussed and suggestions for the design of multiprofessional courses involving anatomy are made.     

Student perceptions of effective small group teaching

PURPOSE: The goal of this study was to assess student perceptions of effective small group teaching during preclinical training in a medical school that promotes an integrated, systems-based undergraduate curriculum. In particular, students were asked to comment on small group goals, effective tutor behaviours, pedagogical materials and methods of evaluation. METHODS: Six focus groups were held with 46 Year 1 and 2 medical students to assess their perceptions of effective small group teaching in the 'Basis of Medicine' component of the undergraduate curriculum. Ethnographic content analysis guided the interpretation of the focus group data. RESULTS: Students identified tutor characteristics, a non-threatening group atmosphere, clinical relevance and integration, and pedagogical materials that encourage independent thinking and problem solving as the most important characteristics of effective small groups. Tutor characteristics included personal attributes and the ability to promote group interaction and problem solving. Small group teaching goals providing included opportunities to ask questions, to work as a team, and to learn to problem solve. CONCLUSION: This study highlighted the benefits of soliciting student impressions of effective small group teaching. The students' emphasis on group atmosphere and facilitation skills underscored the value of the tutor as a 'guide' to student learning. Similarly, their comments on effective cases emphasised the importance of clinical relevance, critical thinking and the integration of basic and clinical sciences. This study also suggested future avenues for research, such as a comparison of student and teacher perceptions of small group teaching as well as an analysis of perceptions of effective small group learning across the educational continuum, including undergraduate, postgraduate and continuing professional education.     

Online learning: the potential for occupational therapy education

Online learning continues to have a significant impact on higher education. Increasingly students seek a combination of online learning and face-to-face instruction at undergraduate and graduate levels and occupational therapists ask for online continuing professional development opportunities. However, occupational therapy educators have been slow to adopt web-based instructional technology. This paper presents background information on the use of web-based learning in the general sphere of higher education and outlines the current range of usage in occupational therapy education. Research findings are presented to stimulate discussion regarding online learning and occupational therapy professional socialisation, student satisfaction and outcomes. There is a fine line between full and partial online course delivery, so research on technology-enhanced campus-based delivery is also included in the review. Evidence suggests that blending combinations of technologies with computer mediated learning enhances interaction and could address the higher order learning needs of professional programmes such as occupational therapy.     

Use of learning styles to enhance graduate education

This study was carried out to help occupational therapy students utilize learning strategies necessary to be successful at the graduate level. Students completed The Kolb Learning Style Inventory and Motivation Strategies for Learning Questionnaire to identify their personal learning preferences. These preferences were used as the basis for a remediation program carried out during the second semester of the curriculum following less than adequate performance during the first semester in basic science content. At mid-term, all but one student was satisfied with her performance in neuroanatomy. Following a closer scrutiny of the dissatisfied student's approach to learning, the student and program developer devised a more comprehensive plan. By the end of the semester, all students successfully passed neuroanatomy while adequately balancing other courses within the semester. Given the initial positive results, the utilization of attention to learning styles as a means to direct student learning may be a promising model for struggling students in graduate education.     

Approaches to learning and studying in medical students: validation of a revised inventory and its relation to student characteristics and performance

INTRODUCTION: Inventories to quantify approaches to studying try to determine how students approach academic tasks. Medical curricula usually aim to promote a deep approach to studying, which is associated with academic success and which may predict desirable traits postqualification. AIMS: This study aimed to validate a revised Approaches to Learning and Studying Inventory (ALSI) in medical students and to explore its relation to student characteristics and performance. METHODS: Confirmatory factor analysis was used to validate the reported constructs in a sample of 128 Year 1 medical students. Models were developed to investigate the effect of age, graduate status and gender, and the relationships between approaches to studying and assessment outcomes. RESULTS: The ALSI performed as anticipated in this population, thus validating its use in our sample, but a 4-factor solution had a better fit than the reported 5-factor one. Medical students scored highly on deep approach compared with other students in higher education. Graduate status and gender had significant effects on approach to studying and a deep approach was associated with higher academic scores. CONCLUSIONS: The ALSI is valid for use in medical students and can uncover interesting relationships between approaches to studying and student characteristics. In addition, the ALSI has potential as a tool to predict student success, both academically and beyond qualification.