The COVID-19 pandemic pushed higher education institutions across the globe to switch from face-to-face teaching to remote teaching. This study explores how emergency remote teaching during the COVID-19 pandemic affected university teachers’ perception of online teaching and discusses the future of e-learning after the pandemic. The analysis is based on the interview responses collected from twelve business school teachers at one Sino-foreign university in China. The results show that the perception of e-learning improved after a semester of involuntary remote teaching. We also discuss the factors that may act as barriers to the adoption of e-learning, such as poor quality of the Internet, high workload, and lack of proper online pedagogy training, and show that teachers tend to implement elements of online teaching even despite these barriers as long as they find the usage of the online contents beneficial for their practice. Finally, our findings suggest that the COVID-19 pandemic contributed to the digitalisation of higher education and created new opportunities for the provision of online education.
{"title":"Effect of COVID-19 on digitalisation of higher education. A tale of one business school","authors":"Marina Glushenkova, Margherita Zagato","doi":"10.53761/1.20.6.10","DOIUrl":"https://doi.org/10.53761/1.20.6.10","url":null,"abstract":"The COVID-19 pandemic pushed higher education institutions across the globe to switch from face-to-face teaching to remote teaching. This study explores how emergency remote teaching during the COVID-19 pandemic affected university teachers’ perception of online teaching and discusses the future of e-learning after the pandemic. The analysis is based on the interview responses collected from twelve business school teachers at one Sino-foreign university in China. The results show that the perception of e-learning improved after a semester of involuntary remote teaching. We also discuss the factors that may act as barriers to the adoption of e-learning, such as poor quality of the Internet, high workload, and lack of proper online pedagogy training, and show that teachers tend to implement elements of online teaching even despite these barriers as long as they find the usage of the online contents beneficial for their practice. Finally, our findings suggest that the COVID-19 pandemic contributed to the digitalisation of higher education and created new opportunities for the provision of online education.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42721340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores students’ perceptions of blended learning and its impact on their sense of belonging at a post-92 UK university. A critical realist framework that considers the interlocking domains of subjective experience, objective events and observations, and the mechanisms and structures that underpin them is used to situate these perceptions, while a mixed methods approach enables a multi-layered insight into the captured diversity of student experience. The quantitative and qualitative results demonstrate that while the student self-reported experience of blended delivery is mixed, its perceived impact on academic performance is negligible. The effects of blended and remote learning on students’ sense of belonging, however, are profound and require a change in current practices to accommodate the affective aspects of learning and university experience. The study responds to the calls within the literature for more in-depth investigations of student experience, especially as regards student perceptions of that experience.
{"title":"Blended learning as a site of struggle: A critical realist analysis of students’ perceptions of blended learning and its impact on their sense of belonging","authors":"Alicja Syska, Christie Pritchard","doi":"10.53761/1.20.6.15","DOIUrl":"https://doi.org/10.53761/1.20.6.15","url":null,"abstract":"This study explores students’ perceptions of blended learning and its impact on their sense of belonging at a post-92 UK university. A critical realist framework that considers the interlocking domains of subjective experience, objective events and observations, and the mechanisms and structures that underpin them is used to situate these perceptions, while a mixed methods approach enables a multi-layered insight into the captured diversity of student experience. The quantitative and qualitative results demonstrate that while the student self-reported experience of blended delivery is mixed, its perceived impact on academic performance is negligible. The effects of blended and remote learning on students’ sense of belonging, however, are profound and require a change in current practices to accommodate the affective aspects of learning and university experience. The study responds to the calls within the literature for more in-depth investigations of student experience, especially as regards student perceptions of that experience.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46283139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Widening participation has been a vehicle to facilitate access and support towards the successful completion of university studies for underrepresented groups who are less likely to pursue higher education. Yet, despite its widely accepted importance and adoption across countries such as Australia and the United Kingdom, studies to date remain largely fragmented – often employed through the lens of a single institution, or a particular priority group. Amidst this backdrop, universities and other higher education providers are increasingly probed as to their role in supporting social capital mobility, of which widening participation plays a vital component in delivering wider societal imperatives. In addition, the COVID-19 effect has worsened university participation and completion rates, as the global pandemic has placed vulnerable students (often those involved in widening participation initiatives) in more precocious conditions than ever before. Nevertheless, the purpose of this paper is to conduct a systematic literature review comprising 102 journal articles that derive 15 meta-themes to provide a timely introspection of widening participation, show key trends over time, and chart future areas of investigation for scholars and practitioners in this space.
{"title":"Widening participation between 2001 and 2021: A systematic literature review and research agenda","authors":"Aaron Tham, M. Raciti, J. Dale","doi":"10.53761/1.20.6.16","DOIUrl":"https://doi.org/10.53761/1.20.6.16","url":null,"abstract":"Widening participation has been a vehicle to facilitate access and support towards the successful completion of university studies for underrepresented groups who are less likely to pursue higher education. Yet, despite its widely accepted importance and adoption across countries such as Australia and the United Kingdom, studies to date remain largely fragmented – often employed through the lens of a single institution, or a particular priority group. Amidst this backdrop, universities and other higher education providers are increasingly probed as to their role in supporting social capital mobility, of which widening participation plays a vital component in delivering wider societal imperatives. In addition, the COVID-19 effect has worsened university participation and completion rates, as the global pandemic has placed vulnerable students (often those involved in widening participation initiatives) in more precocious conditions than ever before. Nevertheless, the purpose of this paper is to conduct a systematic literature review comprising 102 journal articles that derive 15 meta-themes to provide a timely introspection of widening participation, show key trends over time, and chart future areas of investigation for scholars and practitioners in this space.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48509526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
University student equity cohorts experience inequitable graduate/ employment outcomes. These challenges are magnified for Culturally and Linguistically Marginalised Migrant and/or Refugee students (CALMMR). Consequently, this study aimed to investigate the views of Australian university educators on the transitioning of CALMMR students from higher education into employment. Employing mixed methods, this study commenced with a survey of university educators (n=40) followed by semi-structured interviews (n=13). Findings highlighted that specialised, diverse support is needed for CALMMR students across studies and into careers. Specifically, students faced additional challenges, which are not being met in a fragmented university system. Universities need to provide support that is more holistic, targeted, trauma-informed, and culturally responsive, to address the inequity in graduate/employment outcomes experienced by CALMMR students.
{"title":"Avoiding stuck places: University educators’ views on supporting migrant and refugee students with transitioning through and out of higher education","authors":"S. Baker, M. Rose, Clemence Due, Prasheela Karan","doi":"10.53761/1.20.6.19","DOIUrl":"https://doi.org/10.53761/1.20.6.19","url":null,"abstract":"University student equity cohorts experience inequitable graduate/ employment outcomes. These challenges are magnified for Culturally and Linguistically Marginalised Migrant and/or Refugee students (CALMMR). Consequently, this study aimed to investigate the views of Australian university educators on the transitioning of CALMMR students from higher education into employment. Employing mixed methods, this study commenced with a survey of university educators (n=40) followed by semi-structured interviews (n=13). Findings highlighted that specialised, diverse support is needed for CALMMR students across studies and into careers. Specifically, students faced additional challenges, which are not being met in a fragmented university system. Universities need to provide support that is more holistic, targeted, trauma-informed, and culturally responsive, to address the inequity in graduate/employment outcomes experienced by CALMMR students.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49502864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Large Language Models (LLMs) and conversational-style generative artificial intelligence (AI) are causing major disruption to higher education pedagogy. The emergence of tools like ChatGPT has raised concerns about plagiarism detection but also presents opportunities for educators to leverage AI to build supportive learning environments. In this commentary, we explore the potential of AI-augmented teaching and learning practice in higher education, discussing both the productive affordances and challenges associated with these technologies. We offer instructional advice for writing instructional text to guide the generation of quality outputs from AI models, as well as a case study to illustrate using AI for assessment design. Ultimately, we suggest that AI should be seen as one tool among many that can be used to enhance teaching and learning outcomes in higher education.
{"title":"Prompting Higher Education Towards AI-Augmented Teaching and Learning Practice","authors":"Bronwyn Eager, Ryan Brunton","doi":"10.53761/1.20.5.02","DOIUrl":"https://doi.org/10.53761/1.20.5.02","url":null,"abstract":"Large Language Models (LLMs) and conversational-style generative artificial intelligence (AI) are causing major disruption to higher education pedagogy. The emergence of tools like ChatGPT has raised concerns about plagiarism detection but also presents opportunities for educators to leverage AI to build supportive learning environments. In this commentary, we explore the potential of AI-augmented teaching and learning practice in higher education, discussing both the productive affordances and challenges associated with these technologies. We offer instructional advice for writing instructional text to guide the generation of quality outputs from AI models, as well as a case study to illustrate using AI for assessment design. Ultimately, we suggest that AI should be seen as one tool among many that can be used to enhance teaching and learning outcomes in higher education.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46736326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The rapid transformation in information and communication technology (ICT) has influenced change in other areas of human lives, including in the teaching and learning process in higher education institutions. This study explores: a) how student perceived usefulness, perceived ease of use, attitude toward use, and behavioural intention to use an eLearning system (using the Technology Acceptance Model (TAM)); and b) validity testing of the underlying causal relationships between perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use in the eLearning system context. To do so, a quantitative survey was used with 255 student participants, drawn conveniently from a local population of 745 accounting students studying at Sam Ratulangi University, Indonesia. The result of descriptive statistical analysis using the SPSS showed that all the items of perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use were highly perceived by the accounting students of Sam Ratulangi University. The result of confirmatory factor analysis using structural equation modelling in IBM’s AMOS software showed that all the constructs developed in this study are feasible to examine the relationships between perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use in the eLearning system context. The findings have important implications for the successful implementation of online teaching and learning in higher education institutions. The findings could be critical for college and university leaders to investigate the merit of eLearning systems in terms of their utility in increasing students’ intention to use eLearning systems in their learning journeys.
{"title":"Student behavioural intentions to use eLearning system in Indonesian higher education during the COVID-19 pandemic: A structural equation model","authors":"Julie Sondakh, S. Asaloei, B. Werang","doi":"10.53761/1.20.5.07","DOIUrl":"https://doi.org/10.53761/1.20.5.07","url":null,"abstract":"The rapid transformation in information and communication technology (ICT) has influenced change in other areas of human lives, including in the teaching and learning process in higher education institutions. This study explores: a) how student perceived usefulness, perceived ease of use, attitude toward use, and behavioural intention to use an eLearning system (using the Technology Acceptance Model (TAM)); and b) validity testing of the underlying causal relationships between perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use in the eLearning system context. To do so, a quantitative survey was used with 255 student participants, drawn conveniently from a local population of 745 accounting students studying at Sam Ratulangi University, Indonesia. The result of descriptive statistical analysis using the SPSS showed that all the items of perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use were highly perceived by the accounting students of Sam Ratulangi University. The result of confirmatory factor analysis using structural equation modelling in IBM’s AMOS software showed that all the constructs developed in this study are feasible to examine the relationships between perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use in the eLearning system context. The findings have important implications for the successful implementation of online teaching and learning in higher education institutions. The findings could be critical for college and university leaders to investigate the merit of eLearning systems in terms of their utility in increasing students’ intention to use eLearning systems in their learning journeys.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41423863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Porkodi, Yousef AlBalushi, R. Saranya, Vaidehi Pandurengan
With the growing importance of entrepreneurship education, entrepreneurship programs established within higher education institutions are thriving hard to achieve entrepreneurship educational outcomes in recent years. Several studies reported the role of higher education institutions in promoting entrepreneurship education and enhancing students' skill sets in various ways. To extend this knowledge, this paper aims to analyse the role of higher education institutions in promoting innovativeness and passion among students pursuing entrepreneurship education. A meta-analytic review is conducted by combining the results from empirical analysis of 24 related studies. The influence of higher education institutions on entrepreneurship educational outcomes and individual transformations is examined and their relationships are exposed. The results of the review show that various components of higher education institutions are positively related to individual transformations (rc=0.579) and entrepreneurship educational outcomes (rc=0.331). It is also found that the passion (rc = 0.31) and innovativeness (rc = 0.2771) are positively correlated with entrepreneurship educational outcome. Moreover, institutional environment has a greater impact on passion (rc = 0.531). Thus, the results indicate that higher education institutions play an important role in promoting passion and innovativeness among students.
{"title":"The Role of Higher Education Institutions in Promoting Innovativeness and Passion towards Entrepreneurship among Students – A Meta-Analytic Review","authors":"S. Porkodi, Yousef AlBalushi, R. Saranya, Vaidehi Pandurengan","doi":"10.53761/1.20.5.12","DOIUrl":"https://doi.org/10.53761/1.20.5.12","url":null,"abstract":"With the growing importance of entrepreneurship education, entrepreneurship programs established within higher education institutions are thriving hard to achieve entrepreneurship educational outcomes in recent years. Several studies reported the role of higher education institutions in promoting entrepreneurship education and enhancing students' skill sets in various ways. To extend this knowledge, this paper aims to analyse the role of higher education institutions in promoting innovativeness and passion among students pursuing entrepreneurship education. A meta-analytic review is conducted by combining the results from empirical analysis of 24 related studies. The influence of higher education institutions on entrepreneurship educational outcomes and individual transformations is examined and their relationships are exposed. The results of the review show that various components of higher education institutions are positively related to individual transformations (rc=0.579) and entrepreneurship educational outcomes (rc=0.331). It is also found that the passion (rc = 0.31) and innovativeness (rc = 0.2771) are positively correlated with entrepreneurship educational outcome. Moreover, institutional environment has a greater impact on passion (rc = 0.531). Thus, the results indicate that higher education institutions play an important role in promoting passion and innovativeness among students.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48066126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Azam Kaeedi, A. Esfahani, F. Sharifian, Saeed Moosavipour
Research methods is an essential ingredient of postgraduate programs across a wide range of social science disciplines. The purpose of this study was to compare the effectiveness of problem-based learning (PBL) and lecture-based learning (LBL) approaches to teaching research methods through a mixed-methods approach in an explanatory sequential design. The quantitative data were collected following a quasi-experimental design whereby two classes of research methods in a postgraduate program randomly received either an LBL or a PBL treatment. To assess students’ academic achievement, a final exam on the course was used. The results indicated a higher academic achievement of students in the PBL class compared to LBL class. The qualitative data were gathered through a semi-structured interview to gain deeper insight into the quantitative results. The thematic analysis of the interviews showed that PBL led to deeper and more meaningful learning, increased students’ knowledge in their field of specialty, provided more enjoyable and active learning, increased the students' skills in doing their thesis projects, enhanced their autonomy and independence, and also promoted their dignity and status.
{"title":"The Quantitative and Qualitative Study of the Effectiveness of the Problem-based Learning Approach in Teaching Research Methods","authors":"Azam Kaeedi, A. Esfahani, F. Sharifian, Saeed Moosavipour","doi":"10.53761/1.20.5.06","DOIUrl":"https://doi.org/10.53761/1.20.5.06","url":null,"abstract":"Research methods is an essential ingredient of postgraduate programs across a wide range of social science disciplines. The purpose of this study was to compare the effectiveness of problem-based learning (PBL) and lecture-based learning (LBL) approaches to teaching research methods through a mixed-methods approach in an explanatory sequential design. The quantitative data were collected following a quasi-experimental design whereby two classes of research methods in a postgraduate program randomly received either an LBL or a PBL treatment. To assess students’ academic achievement, a final exam on the course was used. The results indicated a higher academic achievement of students in the PBL class compared to LBL class. The qualitative data were gathered through a semi-structured interview to gain deeper insight into the quantitative results. The thematic analysis of the interviews showed that PBL led to deeper and more meaningful learning, increased students’ knowledge in their field of specialty, provided more enjoyable and active learning, increased the students' skills in doing their thesis projects, enhanced their autonomy and independence, and also promoted their dignity and status.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47645937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amany Gouda-Vossos, Mahbub Sarkar, Christopher Thompson, T. Overton, A. Ziebell
Within Science, Technology, Engineering and Mathematics (STEM), there is cross cultural evidence of gaps in transferrable skills between new graduates’ capabilities and employers’ expectations. These gaps hinder graduates’ ability to obtain employment. Herein we report the impact of an evidence-based approach to closing skills gaps in senior STEM students based on their self-perceived employability. A capstone-style, for-credit elective module was developed for STEM students based on the skills gaps found in prior research. The impact of this intervention was measured utilising a mixed-method design. Students’ self-perceived employability pre- and post- module completion were measured, along with post-module reflections collected via a series of open-ended questions. Overall, the module had a positive impact on student self-perceived employability, with the greatest impact in the areas of ‘awareness of opportunity’, ‘perceptions of future success’, and ‘confidence in skills’. A post hoc analysis indicated significant increases in post-module completion ‘confidence in skills’ for women, an important insight given the gender-based issues in career progress and retention in STEM. The qualitative analysis suggested that students highly valued the opportunity to develop job application and transferable skills. The results are discussed in the light of the importance of evidence-based, curriculum-embedded interventions in guiding students to employment.
{"title":"An Evidence-Based Approach to Employability Curricula and Transferable Skill Development: A Mixed Methods Study","authors":"Amany Gouda-Vossos, Mahbub Sarkar, Christopher Thompson, T. Overton, A. Ziebell","doi":"10.53761/1.20.5.04","DOIUrl":"https://doi.org/10.53761/1.20.5.04","url":null,"abstract":"Within Science, Technology, Engineering and Mathematics (STEM), there is cross cultural evidence of gaps in transferrable skills between new graduates’ capabilities and employers’ expectations. These gaps hinder graduates’ ability to obtain employment. Herein we report the impact of an evidence-based approach to closing skills gaps in senior STEM students based on their self-perceived employability. A capstone-style, for-credit elective module was developed for STEM students based on the skills gaps found in prior research. The impact of this intervention was measured utilising a mixed-method design. Students’ self-perceived employability pre- and post- module completion were measured, along with post-module reflections collected via a series of open-ended questions. Overall, the module had a positive impact on student self-perceived employability, with the greatest impact in the areas of ‘awareness of opportunity’, ‘perceptions of future success’, and ‘confidence in skills’. A post hoc analysis indicated significant increases in post-module completion ‘confidence in skills’ for women, an important insight given the gender-based issues in career progress and retention in STEM. The qualitative analysis suggested that students highly valued the opportunity to develop job application and transferable skills. The results are discussed in the light of the importance of evidence-based, curriculum-embedded interventions in guiding students to employment.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44836690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Antonia J. Clarke, Annette W Burgess, Christie van Diggele, J. Bloomfield, C. Schneider, Eszter Kalman, M. Walton
Complex healthcare systems and ambiguous clinical decisions can result in medical errors which threaten patient safety. There is a need for improved awareness of medical errors across healthcare disciplines. We utilised team-based learning (TBL) to pilot an interprofessional patient safety module for senior health professional students. We evaluated the use of TBL within the interprofessional context to achieve student learning outcomes. Twenty-seven students from pharmacy (n=11), nursing (n=8) and medicine (n=8) faculties participated. Data were collected via questionnaires, focus groups, class observation and student test scores. Quantitative data were analysed using descriptive statistics. Framework analysis was used to code qualitative data using social capital as a conceptual framework. In total, 26/27 (96%) of participants completed the questionnaire and 20/27 (70%) attended focus groups. There was no significant difference in prior knowledge between the disciplines. The TBL module enriched the learning environment and enabled students to prepare, problem-solve and interact with facilitators. The TBL pedagogy and interprofessional framework enabled the development of social capital among students. The module demonstrated the potential of interprofessional education to shift knowledge and attitudes towards a greater appreciation of patient safety issues and better prepare health professional students for the workforce. The TBL pedagogy strengthened knowledge sharing and fostered collaboration across disciplines.
{"title":"Improving Patient Safety: Engaging Students in Interprofessional Team-Based Learning (TBL)","authors":"Antonia J. Clarke, Annette W Burgess, Christie van Diggele, J. Bloomfield, C. Schneider, Eszter Kalman, M. Walton","doi":"10.53761/1.20.5.11","DOIUrl":"https://doi.org/10.53761/1.20.5.11","url":null,"abstract":"Complex healthcare systems and ambiguous clinical decisions can result in medical errors which threaten patient safety. There is a need for improved awareness of medical errors across healthcare disciplines. We utilised team-based learning (TBL) to pilot an interprofessional patient safety module for senior health professional students. We evaluated the use of TBL within the interprofessional context to achieve student learning outcomes. Twenty-seven students from pharmacy (n=11), nursing (n=8) and medicine (n=8) faculties participated. Data were collected via questionnaires, focus groups, class observation and student test scores. Quantitative data were analysed using descriptive statistics. Framework analysis was used to code qualitative data using social capital as a conceptual framework. In total, 26/27 (96%) of participants completed the questionnaire and 20/27 (70%) attended focus groups. There was no significant difference in prior knowledge between the disciplines. The TBL module enriched the learning environment and enabled students to prepare, problem-solve and interact with facilitators. The TBL pedagogy and interprofessional framework enabled the development of social capital among students. The module demonstrated the potential of interprofessional education to shift knowledge and attitudes towards a greater appreciation of patient safety issues and better prepare health professional students for the workforce. The TBL pedagogy strengthened knowledge sharing and fostered collaboration across disciplines.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44882252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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