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Academic requirements, social interaction and the influence of educators: an investigation into a postgraduate healthcare redesign course


Prior, S and Van Dam, PJ and Griffin, P and Reeves, N and Kirkwood, L and Peterson, GM, Academic requirements, social interaction and the influence of educators: an investigation into a postgraduate healthcare redesign course, Teaching Matters 2019, 26 November 2019, Hobart, Tasmania (2019) [Conference Extract]

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A challenge for many universities is delivering a positive and meaningful educational experience while enhancing student accomplishment and containing costs1. Evaluating student experience has traditionally been about collecting feedback on the teaching methods, course content and learning outcomes rather than student interaction with people, places and systems at their workplace and educational institution2. The aim of this study was to evaluate student experience within the work-integrated learning clinical redesign course to understand how this experience impacts student achievement. Ninety-nine graduates completed an online survey indicating their levels of satisfaction with various aspects of the course including support, delivery and goal achievement, and provided free text comments where applicable3. Ten ofthese graduates were then invited to participate in telephone interviews where they were asked to share their overall experience with the course including barriers and enablers to completing the course, the balance between academic requirements and workplace responsibilities and the influence ofthe educators on their achievements. The results suggested that social interaction, communication and knowledge and skills development were important components ofthe course and that local sponsorship and organisational support were significant factors that influenced the student experience. Thematic analysis also suggested that the standard of educators created a stable learning environment; contributing to student achievements. Cross-discipline interactions and networking opportunities contributed to a mixed model of learning; enhancing the students' experiences. It has become clear that a blended model of learning involving workintegrated components provides meaning and enriches the experience ofthe student.

Item Details

Item Type:Conference Extract
Keywords:work-integrated learning, learning outcomes, curriculum design, Healthcare improvement
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Medicine, nursing and health curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Prior, S (Dr Sarah Prior)
UTAS Author:Van Dam, PJ (Dr Pieter Van Dam)
UTAS Author:Griffin, P (Dr Phoebe Griffin)
UTAS Author:Reeves, N (Ms Nicole Reeves)
UTAS Author:Peterson, GM (Professor Gregory Peterson)
ID Code:136098
Year Published:2019
Deposited By:Medicine
Deposited On:2019-11-29
Last Modified:2019-12-04
Downloads:2 View Download Statistics

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