Education Commons^™

Learning As Doing –Common Goals And Interests Across Management And Education., Pauline Joyce

Pauline Joyce

Aim: The aim of this study was to evaluate approaches to learning of healthcare professionals in a postgraduate management programme.

Background: The study was carried out in a higher education institution.

Methods: An evaluation research study of an interprofessional healthcare group was carried out with students (insider stakeholders), and their lecturers and external examiner (external stakeholders). All three perspectives are presented here. Data was collected by interview, document analysis and reflection.

Results: This paper focused on the domain of learning as doing, as a major theme of the study, drawing variances between nurses and other healthcare professionals. The study highlights …

‘I Don't Get It’: A Critical Reflection On Conceptual And Practical Challenges In Teaching Qualitative Methods, Sally Sargeant

Sally Sargeant

This article is a reflective piece that concentrates on facilitating student learning styles and reflexivity when teaching qualitative methods. It elaborates specifically on the challenges of deep and surface learning, and managing these differences in conjunction with the practical challenges posed by qualitative research. The introduction of reflexivity to undergraduate students and how this can be conveyed effectively is also discussed in connection with learning how to execute qualitative work. The teaching context was a section on qualitative methods that formed part of a larger research methods module. Student feedback indicates that time constraints and group-work affect the learning process. …

Identifying Characteristics Of Effective Small Group Learning Valued By Medical Students And Facilitators, Diana T. Robillard, Laura M. Spring, Susan J. Pasquale, Judith A. Savageau

Judith A. Savageau

Background: Small group teaching is an important part of undergraduate medical education, providing the ideal setting for learners to clarify misunderstandings, test hypotheses and evaluate ideas. Many schools undergoing curriculum reform have increased the time students spend in small group learning. However, there is an overall paucity of literature examining case-based small group sessions in medical school.

Objective: This study was designed to examine student and facilitator perceptions of effective case-based small group teaching in the pre-clinical years and compare results in order to identify similarities and differences and identify key areas of disconnect so that the small …