Opportunities for experiential learning in teacher education are increasingly important as the demographics of teachers and students diverge. I draw on place-conscious pedagogies, funds of knowledge, ...and teacher development theories to inquire into pre-service teachers' developing conceptions of community as they engaged in a project meant to introduce them to the local communities. Findings suggest that PSTs’ experiences with communities growing up limit their understanding of reciprocity between communities and schools as teachers. The findings have implications for the ways that teacher educators incorporate experiential learning into their programs.
•The cultivation of reciprocity across groups was not considered valuable by PSTs.•PSTs disregarded the role they played in the construction of places.•PSTs should view themselves as involved in relationships with people and places.•Teacher educators could stress the transferability of the tools of inquiry.•All stakeholders should consider how they build reciprocal relationships.
A collaborative advanced pharmacy practice experience (APPE) education model established within a healthcare institution during the coronavirus disease 2019 (COVID-19) pandemic is described.
The ...COVID-19 pandemic caused a nationwide disruption of APPE pharmacy education. Healthcare institutions faced the challenge of educating APPE students while attempting to simultaneously de-densify work areas and reduce transmission risk for employees and patients. A pharmacist coordinator and pharmacist academic partners at a large teaching hospital created a collaborative common core curriculum model for resourceful implementation of APPE education. Healthcare network pharmacists, clinical pharmacist academic partners, and pharmacy residents delivered the curriculum to 35 pharmacy students over a 9-week time period. Main components of the curriculum included patient case discussions, topic discussions, journal club presentations, live continuing education (CE) webinars, and development of pharmacy technician CE programs. A majority of students reported positive experiences working with a variety of preceptors from different specialties (81%) and collaborating with students from other universities (62%).
A health system can leverage institutional, network-wide, and academic partner resources to implement a collaborative APPE curriculum during challenging times such as those experienced during the COVID-19 pandemic.
This article presents a novel experiential learning format that aims to develop participants' entrepreneurial competencies and entrepreneurial mindset. Furthermore, this study investigates factors ...that promote individuals' competency development and mindset formation when using this learning format. In this format, students practice enterprising behavior in daily life, rather than by starting a venture. Teams of participants receive a set of eight to 10 challenges. Each challenge asks participants to create value for other people. The challenges are not revealed until the exercise starts, and they are worked on for 1 or 2 days full-time. Each challenge allows participants to practice the competencies of generating ideas for opportunities, taking action, perseverance, networking and network utilization, teamwork, and convincing others. Collectively, this contributes to developing an enterprising mindset. This format is based on a comfort zone model and aims to promote significant learning in a short time. After a week, each participant submits a reflection on their actions during the experiential part. In this study, we analyze the experiences of 198 participating students from six courses in five countries to bring out the factors that contribute to students staying in versus leaving their comfort zone, and the types of learning which result. Learning occurs when participants leave their comfort zone and have experiences that surprise them, leading to novel realizations. Key to learning is the element of surprise.
Critical thinking and application of knowledge to an ambiguous patient care scenario are often difficult skills to cultivate in learners. Use of traditional teaching techniques (e.g. topic ...discussions and journal clubs) helps to develop these competencies within learners. However, alternative teaching strategies may help develop critical thinking and direct application. Debates have been used in healthcare education for decades with positive results. This paper provides supporting evidence for use of debates in pharmacy education and is designed to serve as a general guide for preceptors interested in implementing debates into the experiential setting. Specifically, the objectives are to: 1) highlight the pedagogical outcomes as reported in the literature, 2) offer practical considerations to implement debates as a teaching tool in experiential education, and 3) encourage future research and scholarship in this area.
Type: Idea Paper
Background: This study aimed to propose an experiential approach for understanding color vision variation using virtual reality technology.
Methods: The study design was adapted from the phase 1 ...clinical trial for medical apps. A virtual classroom was developed in a three-dimensional space, and ten healthy university students were tested to understand color vision variations.
Results: No participant interrupted the experience due to VR sickness. Most participants noted that the virtual classroom was an excellent educational tool, which could help teachers understand the problems associated with visual analog scale (VAS): mean ± standard deviation (SD), 9.6 ± 0.6 and obtain a better understanding of (VAS: mean ± SD, 9.0 ± 1.0) color vision deficiencies.
Conclusions: A pilot study was conducted on the impact of immersive virtual classroom experiences as an educational tool for color barrier-free presentations. This approach may help the participants to respond appropriately to children who suffer from this disorder. It is necessary to evaluate the impact of this approach on new teachers.
This study explored virtual internship practices and the adaptation to changes brought by the current COVID-19 pandemic crisis by interviewing a small group of interns and site supervisors to ...understand how virtual internships were practiced in the wake of COVID-19. The findings of the study provided several insights into virtual internships. Overall, just like the conventional fieldwork, well-planned and designed virtual internships could be an empowering learning experience that allows students to capitalize on the practical strengths while applying classroom learning experiences to actual management situations. The study also discussed the advantages and challenges of virtual internships perceived by the student interns. The implications of the study and suggestions for future research were addressed.
In an effort to expedite the publication of articles related to the COVID-19 pandemic, AJHP is posting these manuscripts online as soon as possible after acceptance. Accepted manuscripts have been ...peer-reviewed and copyedited, but are posted online before technical formatting and author proofing. These manuscripts are not the final version of record and will be replaced with the final article (formatted per AJHP style and proofed by the authors) at a later time.
Virtual reality is widely recognized as offering the potential for fully immersive environments. This paper introduces a framework that guides the creation and analysis of immersive environments that ...are pedagogically structured to support situated and experiential education. The “situated experiential education environment” framework described in this paper is used to examine the impact that a virtual environment can have on the user experience of participants in a virtual space. The analysis of a virtual environment implemented to support learner exploration of issues of tourism development and the related impacts, suggest that this type of experience is capable of providing participants with a holistic experience of real‐world environments that are otherwise too expensive, impractical, or unethical for large groups of people to visit in person. The pedagogical value of such experiences is enabled through immersion in a reality‐based environment, engagement with complex and ambiguous situations and information, and interaction with the space, other students, and teachers. The results demonstrate that complex immersive learning environments are readily achievable but that high levels of interactivity remain a challenge.
Lay Description
What is already known about this topic:
Virtual reality (VR) technology is developing rapidly with interest from practitioners and researchers increasing concurrently.
Although VR headsets are extensively researched in a gaming context, there is insufficient research examining the user‐experience of VR headsets in the context of education.
What this paper adds:
Users reported a multitude of positive features of the VR headsets in the context of experiential learning that is situated in a meaningful context, such as a Pacific island when learning about sustainable development.
In particular, a strong sense of immersion was reported by users of the VR headsets.
Additionally, the complexity of the material studied, an important feature of situated experiential learning, was also reported to high.
Implications for practice and/or policy:
VR headsets provide significant opportunities to foster situated experiential learning in a virtual environment
Particularly the immersive experience and the complexity of the material studied were reported to be effective with the VR headsets. However, the interaction with other learners and teachers could not be examined in depth, although interaction is also an important feature of situated experiential learning
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