Immersing students studying health promotion and disease prevention into community settings facing health disparities is an essential supplement to their academic experience. As part of many public ...health professions, these students will likely need to understand the values and beliefs of different cultures so that decisions of appropriate health promotion and treatment can be made equitably. This paper evaluates an education immersion program that was part of a National Cancer Institute funded collaboration supporting the recruitment and training of university students in cancer research. The primary aim of the Health Disparities Field Experience (HDFE) was to facilitate an experience for students pursuing a health-related degree to understand the conceptual issues in border/rural health and the cultural contexts related to health disparities among medically and financially indigent populations in the region.
This study was conducted using qualitative research methods using a variation of the content analysis approach using open codes to categorize the data. Six students were selected to participate in the HDFE (five graduate students and one undergraduate) and all six of the participants completed pre- and post-test surveys.
From the analysis of the data, posttest qualitative responses indicated that three participants saw racism as a primary cause of cancer-related disparities, a change from their pretest responses. When asked about the personal impact of the HDFE, respondents mentioned the importance of the experiential component.
Participants learned about health disparities from the HDFE and expressed high satisfaction with this approach to education.
To determine if the service-learning components used at a convenience sample of schools and colleges of pharmacy meet the intent of the 2001 AACP Professional Affairs Committee (PAC) report.
An ...online questionnaire was used to survey faculty members or staff involved with service-learning education at their school of pharmacy. Questions addressed aspects of service-learning including types of activities used, duration of student involvement with community partners, and association of learning objectives with service-learning activities.
The majority (85.3%) of respondents reported their institution used service-learning. Activities reported as part of service-learning ranged from working at health fairs to involvement with pharmacy school recruitment. More than half (64.3%) of service-learning activities involved long-term interactions with one community partner, and 74.1% of respondents indicated there was always an opportunity for student reflection on the service-learning activity.
There is increasing though inconsistent application of PAC guidelines regarding service-learning.
This article reflects on the challenges and opportunities associated with community engaged learning at the graduate level, and challenges higher education to do more to support the ...teaching–research–service nexus. The community university partnership involved a graduate student class, a faculty member, and a community member from a provincial not for profit association. We examined our principled and collaborative process of critical community engaged scholarship geared toward addressing violence against women, and more specifically, femicide. Our research resulted in knowledge mobilization tools that could be used to inform various audiences (e.g., women’s shelter staff, the public, government, and journalists) about how mainstream media sources report and portray the issue of femicide. Our work had an explicit social justice focus with aims to generate a better understanding of the structural causes of violence against women and historically-created gendered hierarchy and its ongoing impacts. This paper offers insights for others interested in pursuing community engaged research within a community engaged learning environment.
To implement and evaluate interactive web-based learning modules prior to advanced pharmacy practice experiences (APPEs) on inpatient general medicine.
Three clinical web-based learning modules were ...developed for use prior to APPEs in 4 health care systems. The aim of the interactive modules was to strengthen baseline clinical knowledge before the APPE to enable the application of learned material through the delivery of patient care.
For the primary endpoint, postassessment scores increased overall and for each individual module compared to preassessment scores. Postassessment scores were similar among the health care systems. The survey demonstrated positive student perceptions of this learning experience.
Prior to inpatient general medicine APPEs, web-based learning enabled the standardization and assessment of baseline student knowledge across 4 health care systems.
Objective. To assess changes in pharmacy students’ knowledge, skills, and self-efficacy after completing an advanced pharmacy practice experience (APPE) in geriatrics.
Design. During the 2013-2014 ...academic year, 30 Virginia Commonwealth University (VCU) School of Pharmacy students were required to complete a 5-week Geriatrics APPE at Plaza Professional Pharmacy in Richmond, Virginia. All students completed a 25-point knowledge-based pre- and post-assessment to measure students’ self-efficacy. The average time required to accurately fill one unit dose prescription card before and after completing the APPE was also evaluated.
Assessment. Students’ average score on the knowledge component improved significantly from 54% to 88% after completing the APPE. The average time required to fill one prescription decreased significantly from 4.0 minutes to 2.5 minutes. Students reported an increase in self-efficacy in the following areas: communication, immunizations, geriatrics-specific pharmacotherapy knowledge, and the ability to fill and check monthly unit dose prescription cards.
Conclusion. Requiring fourth-year pharmacy students to complete a geriatrics APPE as a capstone experience to the integrated geriatrics content covered in the first through third years of the doctor of pharmacy (PharmD) curriculum provides an important opportunity to improve students’ knowledge, skills, and self-efficacy in providing care to older adults.
Field experience makes a strong contribution to the learning of students. However, the procedure for conducting training sessions based on experiential teaching methods is relatively unclear, and the ...contents and aspects of students' reflections during such training are not well known. This study applied experiential teaching methods in a college field experience course and investigated reflections on the experiences of 13 students. The content of students' thoughts and other relevant data were analysed using Kolb's experiential learning model. The students' concepts formed during reflection might not immediately develop into the active experimentation process, indicating the challenges faced by students with the process of reflection during field experience.
Blending Cultures of Pedagogy Modrowski, Kathleen A.
International Journal of Chinese Education,
07/2016, Letnik:
5, Številka:
1
Journal Article
Recenzirano
Liberal arts schools and university programs are flourishing in India. Over the past decade economic growth and the ability to pay for education have spurred the creation of private and public ...liberal arts schools. As internationalization of higher education and cross-border movements of students become increasingly more common, a new generation of students is now familiar with global education and corresponding western pedagogies. Along with the increase in study abroad programs is the rise in demand for quality liberal arts institutions at home. This study of O.P. Jindal Global University, founded in 2007, and the Jindal School of Liberal Arts and Humanities (jslh) examines the contradictions and challenges inherent in supplanting long-held traditional teaching methods and classroom culture with the western concept of liberal education. The jslh faculty consists of Indian and foreign instructors while all students are Indian. Applying qualitative research methods of direct observation, interviews with faculty and students and surveys, the author examines changes in the traditional classroom power dynamics and the acceptance and resistance to new pedagogies. One strategy for addressing challenges, such as the faculty’s resistance to change was through in-depth discussion among faculty of the merits and limitations of traditional education and experiential learning. Foreign faculty benefitted from co-teaching with Indian faculty as all parties made a conscious effort to recognize cultural differences in student-teacher relations.
Since 1990, environmental education (EE) has become more integrated into K-12 education through EE programs. A synthesis of research identified overall themes, outcomes, benefits and challenges ...surrounding research integrating outdoor learning into mandatory curriculum. Most research on outdoor classroom focuses on student development, attitude, and knowledge changes along with teacher factors for adaption. Students engaged in outdoor learning have more positive attitudes toward school, feel more responsibility and ownership over school work, demonstrate improved confidence and self-esteem, and improved achievement in testing. More research should be conducted surrounding students daily student behavior and achievement after participating in outdoor classroom learning.
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