Outdoor programs involving recreational physical challenges are becoming increasingly popular for training and development purposes among adults, but rigorous studies investigating their ...effectiveness remain scarce. A randomized controlled trial was conducted to evaluate the effects of an outdoor adventure-based program on measures of self-efficacy, resilience, risk-taking propensity, and perceived stress. Participants were randomly assigned either to an intervention condition (half-day high ropes course) or a wait-list control group. Measures were taken at baseline and four days post-intervention and on the day to measure intervention perceptions. Significant increases in self-efficacy and risk-taking propensity were observed for the intervention arm compared to the control arm. Greater intervention engagement and affective valence ratings were associated with self-efficacy change. These findings highlight the practical relevance of adventure-based experiences for organizations and educational institutions seeking to enhance young adults' self-confidence. Additionally, they emphasize the importance of tailoring interventions to individual needs and ensuring positive participant experiences to achieve desired outcomes.
•Adults' general self-efficacy beliefs predict important life outcomes and can be enhanced through targeted interventions.•This study used a randomized controlled trial to assess the psychological impact of a high ropes course intervention.•Self-efficacy and risk-taking propensity significantly increased from baseline to post-intervention assessment.•Ratings of engagement and affective valence were important predictors of outcome change.•The experience was most beneficial for those reporting low levels of self-efficacy at baseline.
As a result of restrictions imposed by COVID-19, many researchers have responded to the call for remote, advanced pharmacy practice experiences (APPEs) that do not involve direct patient care. The ...influx of materials on online pedagogy may be difficult for new preceptors to digest while familiarizing themselves with the APPE program. To complement the available guidance on remote learning for new preceptors, we describe our experiences with implementing a remote, research-focused APPE during COVID-19. Common challenges are discussed and potential solutions that may help new preceptors anticipate and overcome barriers to achieving the educational outcomes of research-focused APPE are proposed.
This commentary addresses key differences between remote and on‐site experiential education, including necessary resources and rotation structure. Health care education during the COVID‐19 pandemic ...was primarily delivered electronically. Student‐based resources such as computers/laptops, stable internet connections, and privacy (physical space and electronic security) became essential for student learning, testing, and provision of patient care. When student resources were limited, educational programs had to adapt to help students in need. Preceptors were required to restructure experiential rotations to provide learning experiences while keeping up with increased clinical‐related workloads. Students had increased projects and papers and decreased face‐to‐face time with patients and professionals. Many community pharmacies were able to educate students on‐site, whereas ambulatory care–based sites generally pivoted to telehealth‐based interactions. Although telehealth appeared useful, rollout was difficult because of differences in technology, accessibility, and capability. Inpatient‐based training proved most difficult and often had to be halted for patient and student safety. Many schools also used unique non–patient care electives to fill experiential gaps and keep students on target for graduation. Delivery of experiential education had a different set of challenges from didactic education. Creative examples to address these challenges included roving tablets with Zoom sessions during rounds, artificial or de‐identified cases, and hybrid clinical/dispensing rotations, though most experiences were canceled or restricted by exclusion of patients with COVID‐19 patients. Overall, pharmacy education continued. However, many of the methods for training with partly or entirely remote approaches were novel and may become integrated into the “new normal.” The face of the world has changed, and pharmacy education must change with it.
Teaching Biology in the Field FLEISCHNER, THOMAS L.; ESPINOZA, ROBERT E.; GERRISH, GRETCHEN A. ...
BioScience/Bioscience,
06/2017, Volume:
67, Issue:
6
Journal Article
Peer reviewed
Open access
Learning that occurs in a field setting is a powerful experience that promotes the development of new generations of creative scientists, enhances environmental literacy, and instills social ...responsibility in our citizens. Institutional challenges to field studies include decreasing financial resources and increasing regulatory concerns. These are coupled with changing student interests, in particular the growing misconception that field study is not relevant to many biological careers. Collectively, these factors contribute to a significant decline in field-study opportunities for students and lack of pedagogical guidance for instructors interested in conducting field courses. Nature and culture are inextricably linked, and we all benefit from including diverse backgrounds and perspectives in field experiences. We suggest expanding the definition of “the field” to include human-influenced ecosystems, as well as more conventional natural habitats. More than ever, the world needs the passion, insight, and wisdom that come from field studies.
The phenomenon of rural depopulation is seen in many places around the world as young adults move to urban areas where there is greater access to employment, government services and social ...activities. In Cyprus rural villages exemplify this pattern of demographic decline. Depopulation creates a cycle of loss that influences community identity and feelings of belonging. In this paper I argue that heritage may play a role in building community resilience in socially and economically marginalised rural areas. I focus on the heritage work of a Cypriot regional primary school - how its teachers and pupils created a new common sense of identity for the school, its pupils and the rural villages that the school serves. This case illustrates how even small heritage initiatives may enliven, strengthen and create new social networks - resources necessary to maintain a sense of place, build and sustain community resilience in rural areas.
To quantify the impact of a revised third-year (P3) introductory pharmacy practice experience (IPPE) curriculum on student opportunities for direct patient care and to evaluate student and preceptor ...perceptions of advanced pharmacy practice experience (APPE) readiness.
An intentional, structured curriculum redesign shifted 50 IPPE hours from each of the first- and second-years into the P3 year. A survey was developed and administered to students in the graduating classes of 2023 (original curriculum) and 2024 (revised curriculum) at the end of their first APPE rotation. The survey quantified the frequency of patient care activities completed during P3 IPPEs and assessed student perceptions of the effectiveness of P3 IPPEs in preparation for APPEs. At the conclusion of the first APPE, preceptors answered a single question assessing student APPE readiness.
A total of 213/226 (94%) students responded to the optional survey. A significantly higher proportion of students in the 2024 cohort had the opportunity to complete several direct patient care activities compared to the 2023 cohort in community, institutional, and elective IPPEs. Additionally, the 2024 cohort was provided with greater access to the electronic health record (EHR). Although the 2024 cohort had higher perceived APPE readiness in areas of navigating the EHR and administering vaccines, student- and preceptor-perceived overall APPE readiness was similar between the 2 cohorts.
Transferring more IPPE hours into the last didactic year can increase student opportunities for direct patient care while promoting APPE readiness. Activity quantification could be used by other pharmacy programs to optimize IPPEs.
To provide schools and colleges of pharmacy a snapshot of Introductory Pharmacy Practice Experience (IPPE) program characteristics to generate and share ideas for IPPE program modifications to ...improve student learning outcomes and comply with Standards 2025.
A 41-item electronic survey was distributed to 140 Accreditation Council for Pharmacy Education fully accredited schools and colleges of pharmacy in 2023. IPPE program characteristics such as structure, learning activities, assessments, and requirements were described.
Eighty-seven programs participated in the survey (62.1% response rate). Notable findings included 64.4% of programs starting IPPEs during the first professional year, 78.6% did not count simulation hours toward Accreditation Council for Pharmacy Education hour requirements, 24.1% incorporated patient care electives, over 90% incorporated various patient care activities, 40.2% exceeded a 2:1 student-to-preceptor ratio, 15.7% incorporated layered learning, 50.0% incorporated interprofessional education, 57.5% used summative assessment rubrics based on Entrustable Professional Activities, and 77.0% used pass/fail grading.
Owing to evolving accreditation standards, the study provided valuable information about the current state of IPPEs. The study results included examples and components that programs can use to ensure that they comply with Standards 2025.
To enhance the human resources required for national development to cope with the change, countries in the world have positively invested in education, as national education in the future is ...necessary to cultivate new-generation citizens with new traits and abilities to cope with the possible impacts and challenges in the new century. For this reason, the education reform wave sweeps many countries. The experiential learning model in experiential education nowadays leads profit and non-profit organizations in the business community, education, and social worker groups to the alternative education trend. Various experiential learning curricula are therefore spread. Taking social workers in southern Taiwan as the research objects, a total of 227 social workers are preceded the 15-week (3 h per week for a total of 45 h) experimental research with the application of virtual reality to experiential education. The research results summarize that (1) experiential education with virtual reality would affect self-efficacy, (2) experiential education with virtual reality would affect learning motivation, and (3) self-efficacy reveals remarkably positive effects on learning motivation. According to the results, it is expected to increase the interaction among the social workers through the learning activity and internalize the experience in the practical learning process of communication, problem solving, and extrinsic interaction for the application to the work to achieve a better life.
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