Pub Date : 2023-09-25DOI: 10.1080/14703297.2023.2259384
Patrícia Pinto-Pinho, Ana Ferreira, Bárbara Matos, Joana Santiago, Magda Carvalho Henriques, Pedro Oliveira Corda, Tânia Lima, Mário Rodrigues, Maria de Lourdes Pereira, Margarida Fardilha
ABSTRACTA pilot experiment was developed in a Biomedical Sciences curricular unit to test how using a different knowledge-sharing method (World Café) in a Space for Active Learning and Teaching would affect students’ engagement. Each working group was asked to prepare a poster summarising a different topic about the physiology of the oocyte. On the activity day, rotating discussion sessions moderated by tutors took place, with groups answering different questions to deepen their knowledge. Students appreciated the dynamic and supportive environment that reduced anxiety while fostering knowledge-sharing. They also mentioned they prefer this method to traditional lectures and credited modern facilities for increasing their motivation to learn. We recommend the World Café method for improving collaborative work skills and learning in biomedical education. This study also highlights the need for institutions to provide up-to-date infrastructures, as this appears to have a direct impact on students’ engagement.KEYWORDS: World Cafépedagogical strategiesactiveteaching-learningstudents’ engagementlearning spacesbiomedical sciences AcknowledgmentsThe authors thank the University of Aveiro for the attribution of a prize for this pedagogical project within the scope of the contest “Incentive to pedagogical innovation projects – 2022 Edition”. The authors also thank the Biomedical Sciences Degree students who actively participated in this pedagogical experience, incorporating their opinions, and learning the contents. Thanks are due to Project CICECO-Aveiro Institute of Materials, UIDB/50011/2020, UIDP/50011/2020 & LA/P/0006/2020, financed by national funds through the FCT/MEC (PIDDAC).Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementDatasets that support the findings of our work are available from the corresponding author on reasonable request.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/14703297.2023.2259384Additional informationFundingThe work was supported by the University of Aveiro, within the scope of the contest ”Incentive to pedagogical innovation projects – 2022 Edition.Notes on contributorsPatrícia Pinto-PinhoPatrícia Pinho-Pinho is a PhD student specializing in biomedical sciences and reproductive technologies. She has been serving as a Problem-Based Learning (PBL) tutor at the University of Aveiro (UA) since September 2022, concurrently contributing to 2 educational innovation projects funded by UA.Ana FerreiraAna Ferreira holds a degree in biomedical sciences and a master in biochemistry both from University of Aveiro (UA). Besides her previous experience in laboratory research, currently she works as a medical writer for a Portuguese Clinical Research Organization.Bárbara MatosBárbara Matos received a BSc in Biotechnology (2016) and an MSc in Clinical Biochemistry (2018) from the University of Aveiro (UA), Portugal. Curre
{"title":"The World Café method and spaces dedicated to active teaching & learning: A dynamic combo that motivates students for biosciences learning","authors":"Patrícia Pinto-Pinho, Ana Ferreira, Bárbara Matos, Joana Santiago, Magda Carvalho Henriques, Pedro Oliveira Corda, Tânia Lima, Mário Rodrigues, Maria de Lourdes Pereira, Margarida Fardilha","doi":"10.1080/14703297.2023.2259384","DOIUrl":"https://doi.org/10.1080/14703297.2023.2259384","url":null,"abstract":"ABSTRACTA pilot experiment was developed in a Biomedical Sciences curricular unit to test how using a different knowledge-sharing method (World Café) in a Space for Active Learning and Teaching would affect students’ engagement. Each working group was asked to prepare a poster summarising a different topic about the physiology of the oocyte. On the activity day, rotating discussion sessions moderated by tutors took place, with groups answering different questions to deepen their knowledge. Students appreciated the dynamic and supportive environment that reduced anxiety while fostering knowledge-sharing. They also mentioned they prefer this method to traditional lectures and credited modern facilities for increasing their motivation to learn. We recommend the World Café method for improving collaborative work skills and learning in biomedical education. This study also highlights the need for institutions to provide up-to-date infrastructures, as this appears to have a direct impact on students’ engagement.KEYWORDS: World Cafépedagogical strategiesactiveteaching-learningstudents’ engagementlearning spacesbiomedical sciences AcknowledgmentsThe authors thank the University of Aveiro for the attribution of a prize for this pedagogical project within the scope of the contest “Incentive to pedagogical innovation projects – 2022 Edition”. The authors also thank the Biomedical Sciences Degree students who actively participated in this pedagogical experience, incorporating their opinions, and learning the contents. Thanks are due to Project CICECO-Aveiro Institute of Materials, UIDB/50011/2020, UIDP/50011/2020 & LA/P/0006/2020, financed by national funds through the FCT/MEC (PIDDAC).Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementDatasets that support the findings of our work are available from the corresponding author on reasonable request.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/14703297.2023.2259384Additional informationFundingThe work was supported by the University of Aveiro, within the scope of the contest ”Incentive to pedagogical innovation projects – 2022 Edition.Notes on contributorsPatrícia Pinto-PinhoPatrícia Pinho-Pinho is a PhD student specializing in biomedical sciences and reproductive technologies. She has been serving as a Problem-Based Learning (PBL) tutor at the University of Aveiro (UA) since September 2022, concurrently contributing to 2 educational innovation projects funded by UA.Ana FerreiraAna Ferreira holds a degree in biomedical sciences and a master in biochemistry both from University of Aveiro (UA). Besides her previous experience in laboratory research, currently she works as a medical writer for a Portuguese Clinical Research Organization.Bárbara MatosBárbara Matos received a BSc in Biotechnology (2016) and an MSc in Clinical Biochemistry (2018) from the University of Aveiro (UA), Portugal. Curre","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135859153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-22DOI: 10.1080/14703297.2023.2260780
Chris Gibbons
The study tested the associations between stress and coping on mood, course satisfaction and learning motivation. Undergraduate students (N = 175) were surveyed on student stressors, personality, support and control against mood, course satisfaction and motivation. Defensive pessimism, context control and agreeableness lowered anxiety. Neuroticism, extraversion and hassle ratings towards tutor support, increased it. Control and neuroticism mediated between stress ratings given to support from family and friends and anxiety. Optimism and defensive pessimism lowered depression scores. Those high in Defensive pessimism, compared to those high in optimism, scored lower on anxiety, higher on learning motivation and course satisfaction and this is despite the optimism group being higher in self-efficacy, control and conscientiousness. Both groups scored higher than the cohort average on GPA. The results suggest that context control, defensive pessimism and optimism all offer effective coping, with individual differences an important caveat – for those capable and high in anxiety, defensive pessimism was effective.
{"title":"Untangling the role of optimism, pessimism and coping influences on student mood, motivation and satisfaction","authors":"Chris Gibbons","doi":"10.1080/14703297.2023.2260780","DOIUrl":"https://doi.org/10.1080/14703297.2023.2260780","url":null,"abstract":"The study tested the associations between stress and coping on mood, course satisfaction and learning motivation. Undergraduate students (N = 175) were surveyed on student stressors, personality, support and control against mood, course satisfaction and motivation. Defensive pessimism, context control and agreeableness lowered anxiety. Neuroticism, extraversion and hassle ratings towards tutor support, increased it. Control and neuroticism mediated between stress ratings given to support from family and friends and anxiety. Optimism and defensive pessimism lowered depression scores. Those high in Defensive pessimism, compared to those high in optimism, scored lower on anxiety, higher on learning motivation and course satisfaction and this is despite the optimism group being higher in self-efficacy, control and conscientiousness. Both groups scored higher than the cohort average on GPA. The results suggest that context control, defensive pessimism and optimism all offer effective coping, with individual differences an important caveat – for those capable and high in anxiety, defensive pessimism was effective.","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136060145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.1080/14703297.2023.2258853
K. Pyhältö, L. Tikkanen, H. Anttila
Over the past decade, co-supervision of PhD candidates has become increasingly common across the disciplines. However, co-supervision has been explored previously primarily from the candidates’ viewpoint and in small-scale qualitative studies. We have extended the research by examining co-supervisory experience from the supervisor’s perspective, and by exploring the influences of co-supervision for supervisory competencies and the occupational wellbeing with a large-scale quantitative survey. 561 supervisors participated in the study. The data were analysed with statistical methods. The results showed that having a supervisory team has become the dominant from of supervision across the disciplines. Furthermore, the frequency of engaging in co-supervision was related to supervisor’s occupational wellbeing, but the association was not straightforward. Having experience in co-supervision seemed to contribute to feeling more confident with one’s supervisory competencies. The findings imply that the development of well-functioning co-supervision practices can enhance supervisors’ competencies and occupational wellbeing alongside promoting PhD candidates’ studying.
{"title":"The more the merrier? PhD supervisors’ perspectives in engaging in co-supervision","authors":"K. Pyhältö, L. Tikkanen, H. Anttila","doi":"10.1080/14703297.2023.2258853","DOIUrl":"https://doi.org/10.1080/14703297.2023.2258853","url":null,"abstract":"Over the past decade, co-supervision of PhD candidates has become increasingly common across the disciplines. However, co-supervision has been explored previously primarily from the candidates’ viewpoint and in small-scale qualitative studies. We have extended the research by examining co-supervisory experience from the supervisor’s perspective, and by exploring the influences of co-supervision for supervisory competencies and the occupational wellbeing with a large-scale quantitative survey. 561 supervisors participated in the study. The data were analysed with statistical methods. The results showed that having a supervisory team has become the dominant from of supervision across the disciplines. Furthermore, the frequency of engaging in co-supervision was related to supervisor’s occupational wellbeing, but the association was not straightforward. Having experience in co-supervision seemed to contribute to feeling more confident with one’s supervisory competencies. The findings imply that the development of well-functioning co-supervision practices can enhance supervisors’ competencies and occupational wellbeing alongside promoting PhD candidates’ studying.","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1080/14703297.2023.2258842
Teymoor Khosravi, Zainab M. Al Sudani, Morteza Oladnabi
ABSTRACTOpenAI’s ChatGPT, is a conversational chatbot that uses Generative Pre-trained Transformer or GPT language model to mimic human-like responses. Here we evaluated its performance in providing responses to genetics questions across five different tasks including solid genetic basics, identifying inheritance pattern based on described pedigrees, interpreting genetic mutation notations, solving genetic population problems, and taking a medical genetics Ph.D. entrance exam. Our results showed that ChatGPT was able to generate correct answers to approximately 70% of questions (n = 145). Its performance on descriptive and memorisation tasks showed more accuracy compared to analytical and critical thinking ones. Failure to capture human writing nuances in questions, and applying genetic basics to solve problems, alongside providing false information were the most notable drawbacks. However, overall results were promising suggesting that ChatGPT could be a well-prepared assistant for genetic educators and healthcare providers.KEYWORDS: ChatGPTgenerative pre-trained transformergeneticsartificial intelligencelarge language model AcknowledgmentsThis study was supported by the Golestan University of Medical Sciences (Grant Number: 13350).Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementNo additional data were created or used in this study beyond what is presented in the manuscript.EthicsThis study was ethically approved by Ethics Committee of Golestan University of Medical Sciences (Ethics Code: IR.GOUMS.REC.1401.522)Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/14703297.2023.2258842Additional informationFundingThis work was supported by the Golestan University of Medical Sciences and Health Services [113350].Notes on contributorsTeymoor KhosraviTeymoor Khosravi is a postgraduate student at Golestan university of medical sciences studying human genetics.Zainab M. Al SudaniZainab M. Al Sudani is a medical student at Golestan university of medical sciences.Morteza OladnabiMorteza Oladnabi is an associate professor of medical genetics working at Gorgan congenital malformations research center.
topenai的ChatGPT是一个会话聊天机器人，它使用生成式预训练转换器或GPT语言模型来模仿人类的反应。在这里，我们评估了它在五个不同任务中的表现，包括扎实的遗传基础，根据描述的谱系识别遗传模式，解释基因突变符号，解决遗传群体问题，以及参加医学遗传学博士入学考试。我们的结果表明，ChatGPT能够为大约70%的问题生成正确答案(n = 145)。它在描述性和记忆任务上的表现比分析性和批判性思维任务更准确。最明显的缺点是未能捕捉到问题中人类文字的细微差别，并应用遗传基础来解决问题，同时提供错误的信息。然而，总体结果是有希望的，这表明ChatGPT可以成为遗传教育者和医疗保健提供者的一个准备充分的助手。关键词:chatgpt生成预训练转化遗传人工智能大型语言模型致谢本研究得到了Golestan医学科学大学(资助号:13350)的支持。披露声明作者未报告潜在的利益冲突。数据可用性声明本研究未创建或使用除手稿中提供的数据外的其他数据。本研究经戈列斯坦医科大学伦理委员会伦理批准(伦理代码:IR.GOUMS.REC.1401.522)。补充材料。本文补充资料可在https://doi.org/10.1080/14703297.2023.2258842Additional information网站上获取。作者简介:steymoor Khosravi是Golestan医学科学大学研究人类遗传学的研究生。Zainab M. Al Sudani是Golestan医科大学的一名医科学生。Morteza Oladnabi是戈尔根先天性畸形研究中心的医学遗传学副教授。
{"title":"To what extent does ChatGPT understand genetics?","authors":"Teymoor Khosravi, Zainab M. Al Sudani, Morteza Oladnabi","doi":"10.1080/14703297.2023.2258842","DOIUrl":"https://doi.org/10.1080/14703297.2023.2258842","url":null,"abstract":"ABSTRACTOpenAI’s ChatGPT, is a conversational chatbot that uses Generative Pre-trained Transformer or GPT language model to mimic human-like responses. Here we evaluated its performance in providing responses to genetics questions across five different tasks including solid genetic basics, identifying inheritance pattern based on described pedigrees, interpreting genetic mutation notations, solving genetic population problems, and taking a medical genetics Ph.D. entrance exam. Our results showed that ChatGPT was able to generate correct answers to approximately 70% of questions (n = 145). Its performance on descriptive and memorisation tasks showed more accuracy compared to analytical and critical thinking ones. Failure to capture human writing nuances in questions, and applying genetic basics to solve problems, alongside providing false information were the most notable drawbacks. However, overall results were promising suggesting that ChatGPT could be a well-prepared assistant for genetic educators and healthcare providers.KEYWORDS: ChatGPTgenerative pre-trained transformergeneticsartificial intelligencelarge language model AcknowledgmentsThis study was supported by the Golestan University of Medical Sciences (Grant Number: 13350).Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementNo additional data were created or used in this study beyond what is presented in the manuscript.EthicsThis study was ethically approved by Ethics Committee of Golestan University of Medical Sciences (Ethics Code: IR.GOUMS.REC.1401.522)Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/14703297.2023.2258842Additional informationFundingThis work was supported by the Golestan University of Medical Sciences and Health Services [113350].Notes on contributorsTeymoor KhosraviTeymoor Khosravi is a postgraduate student at Golestan university of medical sciences studying human genetics.Zainab M. Al SudaniZainab M. Al Sudani is a medical student at Golestan university of medical sciences.Morteza OladnabiMorteza Oladnabi is an associate professor of medical genetics working at Gorgan congenital malformations research center.","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134911523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACTDespite the fact that interaction with others (learners and instructors) impacts online learning engagement (OLE), it remains unclear how and when interaction relates to OLE. By integrating social-cognitive theory with ecological systems theory, we theorise a moderated mediation model that links interaction to OLE by exploring the effects of self-regulated learning and family function. Data were collected from 606 undergraduates in China. Our results revealed that interaction positively affected students’ OLE. Especially, learner – learner interaction explained a larger proportion of variance than learner – instructor interaction. In addition, the interaction contributed to OLE through the beneficial effects of self-regulated learning. Furthermore, the mediating effect of self-regulated learning on the association between learner – learner interaction and emotional engagement was moderated by family function. The implications for theory, practice, and future research have been discussed.KEYWORDS: Interactiononline learning engagementself-regulated learningfamily function Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe datasets generated during and/or analysed during the current study are available from the corresponding author upon reasonable request.Ethical ApprovalEthical approval was granted by the Beijing Institute of Technology, Beijing, China. All procedures were conducted in accordance with the relevant guidelines and regulations.Informed consentInformed consent was obtained from all individual participants included in the study.Additional informationFundingThis work was supported by the Key Project of the National Social Science Foundation of China (22AZD026) and the National Natural Science Foundation of China (72074024).Notes on contributorsJianwei ZhangJianwei Zhang is a professor at the School of Humanities and Social Sciences at the Beijing Institute of Technology. He received his Ph.D. from the Beijing Normal University, and his current research themes are team scientific creativity and key competence.Mengmeng FuMengMeng Fu (corresponding author), doctoral student of the School of Humanities and Social Sciences, Beijing Institute of Technology. Her current research themes include creativity and natural relatedness.Xingyu XuanXingyu Xuan, received his Ph.D. in China from the Beijing Institute of Technology. Currently, he is an assistant professor at the School of Public Administration, Shanxi University of Finance and Economics. His current research themes lie in talent cultivation and creativity.Weijun HuaWeijun Hua, doctoral student of the School of Humanities and Social Sciences, Beijing Institute of Technology. His current research themes include innovative literacy and creativity.Wenfeng ZhengWenfeng Zheng, doctoral student of the School of Humanities and Social Sciences, Beijing Institute of Technology. Her current research themes include deviant behavio
{"title":"Empowering online learning engagement through interaction: effects of self-regulated learning and family function","authors":"Jianwei Zhang, Mengmeng Fu, Xingyu Xuan, Weijun Hua, Wenfeng Zheng","doi":"10.1080/14703297.2023.2258846","DOIUrl":"https://doi.org/10.1080/14703297.2023.2258846","url":null,"abstract":"ABSTRACTDespite the fact that interaction with others (learners and instructors) impacts online learning engagement (OLE), it remains unclear how and when interaction relates to OLE. By integrating social-cognitive theory with ecological systems theory, we theorise a moderated mediation model that links interaction to OLE by exploring the effects of self-regulated learning and family function. Data were collected from 606 undergraduates in China. Our results revealed that interaction positively affected students’ OLE. Especially, learner – learner interaction explained a larger proportion of variance than learner – instructor interaction. In addition, the interaction contributed to OLE through the beneficial effects of self-regulated learning. Furthermore, the mediating effect of self-regulated learning on the association between learner – learner interaction and emotional engagement was moderated by family function. The implications for theory, practice, and future research have been discussed.KEYWORDS: Interactiononline learning engagementself-regulated learningfamily function Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe datasets generated during and/or analysed during the current study are available from the corresponding author upon reasonable request.Ethical ApprovalEthical approval was granted by the Beijing Institute of Technology, Beijing, China. All procedures were conducted in accordance with the relevant guidelines and regulations.Informed consentInformed consent was obtained from all individual participants included in the study.Additional informationFundingThis work was supported by the Key Project of the National Social Science Foundation of China (22AZD026) and the National Natural Science Foundation of China (72074024).Notes on contributorsJianwei ZhangJianwei Zhang is a professor at the School of Humanities and Social Sciences at the Beijing Institute of Technology. He received his Ph.D. from the Beijing Normal University, and his current research themes are team scientific creativity and key competence.Mengmeng FuMengMeng Fu (corresponding author), doctoral student of the School of Humanities and Social Sciences, Beijing Institute of Technology. Her current research themes include creativity and natural relatedness.Xingyu XuanXingyu Xuan, received his Ph.D. in China from the Beijing Institute of Technology. Currently, he is an assistant professor at the School of Public Administration, Shanxi University of Finance and Economics. His current research themes lie in talent cultivation and creativity.Weijun HuaWeijun Hua, doctoral student of the School of Humanities and Social Sciences, Beijing Institute of Technology. His current research themes include innovative literacy and creativity.Wenfeng ZhengWenfeng Zheng, doctoral student of the School of Humanities and Social Sciences, Beijing Institute of Technology. Her current research themes include deviant behavio","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134911528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-12DOI: 10.1080/14703297.2023.2256700
Chrissi Nerantzi, Emma Gillaspy, Sandra Sinfield, Marianthi Karatsiori, Tom Burns, Anna Hunter, Hannah Seat, Nathalie Tasler
{"title":"Like the sea: Living communityship as a form of participatory leadership within the creativity for learning in HE (#creativeHE) community","authors":"Chrissi Nerantzi, Emma Gillaspy, Sandra Sinfield, Marianthi Karatsiori, Tom Burns, Anna Hunter, Hannah Seat, Nathalie Tasler","doi":"10.1080/14703297.2023.2256700","DOIUrl":"https://doi.org/10.1080/14703297.2023.2256700","url":null,"abstract":"","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"747 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135879041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-12DOI: 10.1080/14703297.2023.2258114
Kunal Sareen
{"title":"Assessing the ethical capabilities of Chat GPT in healthcare: A study on its proficiency in situational judgement test","authors":"Kunal Sareen","doi":"10.1080/14703297.2023.2258114","DOIUrl":"https://doi.org/10.1080/14703297.2023.2258114","url":null,"abstract":"","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135877984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-06DOI: 10.1080/14703297.2023.2254295
Katarína Babinská, G. Pleschová
{"title":"Learning from peers’ diverse knowledge and experience. Findings from internationalising a course for medical students","authors":"Katarína Babinská, G. Pleschová","doi":"10.1080/14703297.2023.2254295","DOIUrl":"https://doi.org/10.1080/14703297.2023.2254295","url":null,"abstract":"","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"87 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89597970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-05DOI: 10.1080/14703297.2023.2255588
Susan Smith, Dan Axson, Hannah Austwick, Mia Brady
As higher education institutions increasingly seek to scale and access the benefits of staff-student partnerships more routinely many have established institutional programmes. Insight into scaling partnership activity across the institution is integral to the success of such programmes. This qualitative study investigates how a new programme at a UK university sought to establish the conditions for successful partnership working. A series of semi-structured interviews offer insights into the early experiences of the programme. By adopting a reflexive thematic analysis we find that partnerships are vulnerable to variable approaches to facilitation and that a greater emphasis on staff preparedness is warranted. The research uncovered tensions between the partnership scheme and other forms of student engagement e.g. student representation. As a result, clarity around the identity of partnership schemes, what partnership working involves and how it interacts with other student opportunities across the institution is critical.
{"title":"Looking back to move forward: Evaluating an institutional staff-student partnership programme","authors":"Susan Smith, Dan Axson, Hannah Austwick, Mia Brady","doi":"10.1080/14703297.2023.2255588","DOIUrl":"https://doi.org/10.1080/14703297.2023.2255588","url":null,"abstract":"As higher education institutions increasingly seek to scale and access the benefits of staff-student partnerships more routinely many have established institutional programmes. Insight into scaling partnership activity across the institution is integral to the success of such programmes. This qualitative study investigates how a new programme at a UK university sought to establish the conditions for successful partnership working. A series of semi-structured interviews offer insights into the early experiences of the programme. By adopting a reflexive thematic analysis we find that partnerships are vulnerable to variable approaches to facilitation and that a greater emphasis on staff preparedness is warranted. The research uncovered tensions between the partnership scheme and other forms of student engagement e.g. student representation. As a result, clarity around the identity of partnership schemes, what partnership working involves and how it interacts with other student opportunities across the institution is critical.","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135254842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-04DOI: 10.1080/14703297.2023.2254275
Emily Di Zhang, Chunhong Liu, Shulin Yu
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