scholarly journals P22 Developing a pharmacology module for the paediatric non-medical prescribing course

2020 ◽  
Vol 105 (9) ◽  
pp. e17.2-e18
Author(s):  
Farrah Khan
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Competency Framework ◽  
List Type ◽  
Information Giving ◽  
Academic Level ◽  
Pass Mark ◽  
Professional Body ◽  
The Right

IntroductionDemand from local NHS stakeholders identified a gap for a taught education course tailored to the niche requirements of paediatric healthcare staff wishing to become non-medical prescribers. This was seen as an excellent opportunity to review and develop the pharmacology module within the Non-medical Prescribing (NMP) course by giving it a paediatric focus.AimTo develop a pharmacology module with an emphasis on paediatric prescribing that meets the professional requirements of the General Pharmaceutical Council (GPhC), the Nursing and Midwifery Council (NMC) and the Health Care Professions Council (HCPC).MethodKnowledge of curriculum design and structure was utilised in developing the paediatric pharmacology module. This ensured that the underpinning theory of prescribing medicines safely for children was delivered at the right academic level. The content, delivery and learning outcomes were dictated by the Prescribing Competency Framework for All Prescribers (RPS, 2016).1 But the cognitive teaching and learning methods arose from the rigid expectation to meet the regulatory requirements of each professional body. To ensure consistency across the whole NMP programme, the structure of the pharmacology module assessments (both formative and summative) was kept the same. The summative (final) assessments consisted of a multiple choice question (MCQ) paper requiring the students to answer a total of twenty MCQs, with the pass mark set by the regulatory bodies at 80%; a drug calculations paper consisting of five questions with a 100% pass mark; and a 5 minute information giving OSCE (objective structured clinical examination). The whole module was looked at a fresh from a paediatric perspective. The content and timetable were compiled and reviewed jointly by a paediatric pharmacist and a paediatric nurse. Both were experienced academics already teaching on the NMP course. While some of the lectures were delivered by in-house university academic staff, the majority of the sessions were delivered by specialist paediatric guest lecturers who were actively working in their respective clinical fields. This ensured that the knowledge imparted to students was practical, current and relevant to prescribing for children.ResultsAll students had to be practising in paediatrics for a minimum period of two years and have evidence of studying at level 6 (graduate level) or equivalent. The target audience consisted of allied healthcare professionals specialising in paediatrics, including nurses, pharmacists, optometrists, physiotherapists, podiatrists, dieticians and therapeutic radiographers. However, the first cohort of 51 students comprised entirely of paediatric nurses. The majority of students passed each assessment first time. All students passed the 5-minute information giving OSCE, but 25% of the students had to re-sit the pharmacology MCQ paper and 17% had to re-sit the drug calculations paper. Following the resits the remaining students all passed except for one student who failed the course.ConclusionOverall, the course was well received, with positive feedback from most students and stakeholders. Valuable suggestions were also received for further improvements to the course and pharmacology module. These are currently being implemented with intake of students.ReferenceRoyal Pharmaceutical Society ( 2016) A competency framework for all prescribers. Available from: http://www.rpharms.com/Portals/0/RPS%20document%20library/Open%20access/Professional%20standards/Prescribing%20competency%20framework/prescribing-competency-framework.pdf [Accessed 25/6/19]

scholarly journals THE STUDY OF UNIVERSITY PROGRAMS IN THE CZECH REPUBLIC FOCUSED ON EDUCATION

2018 ◽  
pp. 9-17
Author(s):  
Josef Malach ◽  
Tatiana Havlásková
Keyword(s):  
Czech Republic ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Good Practice ◽  
University Education ◽  
The Czech Republic ◽  
Legal Standards ◽  
Study Programs ◽  
Social Pedagogue

The paper presents an overview of study felds at universities in the Czech Republic, which are aimed at achieving the qualifcations required for the performance of educational professions, respectively educational roles. The fundamental differentiation criterion is their main focus on one of the aspects of complex education, specifcally education and upbringing. Professions of an educator, special and social pedagogue or a leisure time teacher are considered to be the professions predominantly focused on education. University education for the previously stated occupational subgroups implemented so far is built on study programs that have been created by teams of academic staff and accredited by the Accreditation Commission. They are usually based on the erudition and personal experience of their authors and assessors and without any professional standards. The amendment to the University Education Act has fundamentally changed both the procedures for the accreditation of study programs and the functioning of the newly established accreditation institution — the National Accreditation Ofce. The study introduces the legal standards applicable to accreditation procedures as well as the fundamental changes in functioning of universities due to these rules. Apart from that, the curriculum design includes current education and training practices with a number of national (both positive and negative) characteristics and oddities identifed on the basis of the (inter)national research, analysis, monitoring or good practice. Today´s educational reality is the result of the involvement of stakeholders who reflect it critically in terms of their expectations and needs. They provide feedback to universities necessary for the innovations of graduate profles, the aims and content of their studies and the future educators´ teaching and learning processes. With regard to the implementation of the national digital education strategy, the possibilities of universities to respond to its objectives by preparing new subjects for teacher education are mentioned.

Enabling Scholarship of Teaching and Learning Activities Across a Curriculum Design Framework

2020 ◽  
pp. 347-364
Author(s):  
Deanna Meth ◽  
Holly R. Russell ◽  
Rachel Fitzgerald ◽  
Henk Huijser
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Evidence Base ◽  
Learning Activities ◽  
Design Studio ◽  
Learning Design ◽  
Scholarship Of Teaching ◽  
Wide Range ◽  
Curriculum Framework

This chapter outlines the multiple ways in which Scholarship of Teaching and Learning (SoTL) activities might be activated and/or realized through the processes of curriculum and learning design of a degree program. Key dual enablers for these activities are an underpinning curriculum framework, bringing a series of defined developmental steps each underpinned by SoTL, and the Curriculum Design Studio construct as a vehicle for collaborative ways of working between staff, including academics and curriculum designers and students. Drawing on evidence from the practices of four curriculum designers, examples are presented across a wide range of disciplinary areas. In many instances, SoTL not only brings an evidence base to the work, but also the potential for research outputs, thus becoming a useful lever for academic staff to engage in ongoing curriculum design discussions and evidence-informed practice. Such activities serve to mitigate against acknowledged challenges faced by academics such as lack of adequate time for such activities and the pressure to produce research outputs.

scholarly journals Partnerships and Pedagogy: Transforming the BA Online

2021 ◽  
Author(s):  
Clare Lloyd ◽  
Annika Herb ◽  
Michael Kilmister ◽  
Catharine Coleborne
Keyword(s):  
Social Learning ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Experience ◽  
Learning Objects ◽  
Digital Revolution ◽  
Learning Platform ◽  
Innovative Learning ◽  
The University

There has been much written recently round the “digital revolution” of universities (Nascimento Cunha et al., 2020). Indeed, in 2020 the COVID-19 pandemic demonstrated the need for universities to adapt and adopt new technological tools for teaching and learning, as both the global world we live in changed, and as students adapted to the continually evolving digital landscape. The BA Online is a new interdisciplinary online presence for the humanities and social sciences, and includes a focus on constructive alignment, innovative learning objects, and social learning. The semester-long courses were built as a supported social learning experience that is purposefully constructed with a narrative. This article reveals how the BA Online project was realised through the use of partnerships, particularly that of the university learning designers who worked very closely with both the online learning platform FutureLearn and academic staff in curriculum design and course transformation.

scholarly journals A model for management of workload of academic staff at a developing university

2015 ◽  
Vol 12 (4) ◽  
pp. 462-466
Author(s):  
Remigius C Nnadozie
Keyword(s):  
Teaching And Learning ◽  
Academic Staff ◽  
Capacity Optimization ◽  
University Of Technology ◽  
Acceptable Model ◽  
Academic Workload ◽  
The Right ◽  
Workload Models ◽  
Modelling Approach

Academic workload models provide framework for ensuring that academic workloads are distributed equitably and transparently. The models are also useful tools for managing capacity optimization and planning. The work of academics could be perceived as complex, individually distinctive and multidimensional. Therefore, the challenge in designing an acceptable model is striking the right balance between complexity and practical applicability. This paper is an attempt at designing an academic workload model in the context of a developing University of Technology (UoT). Using actual hours modelling approach, a workload model that prioritises teaching and learning aspects of the work of academics is proposed.

Lexicogrammatical aspects in English for dentistry acquisition materials

2021 ◽  
Vol 12 ◽  
pp. 64-73
Author(s):  
Indra Karapetjana ◽  
◽  
Gunta Roziņa
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
Academic Staff ◽  
Treatment Options ◽  
Integrated Learning ◽  
New Words ◽  
Information Giving ◽  
Grammar Acquisition ◽  
Transnational Communication ◽  
The University

In the 21st century, globalization and massive migration have increased the global demand for effective transnational communication skills in English in the health care workplace and academic contexts, including dentistry. English for Dentistry falls under the umbrella of English for Specific Purposes (ESP): this refers to teaching and learning English as a foreign language in a particular domain. While the role of grammar acquisition in ESP courses is often understated in the key theoretical literature on ESP, this article highlights the importance of lexicogrammatical knowledge. Dentistry students and practitioners in Latvia highly value the accuracy in communication since the knowledge of various syntactic and morphological rules of grammar and their use in the dentistry-related context contribute to the accuracy required in the performance of different communicative tasks, for instance, asking for, explaining, and providing information, giving instructions. Besides, if dentists are unable, for example, to explain a diagnosis, agree on treatment options with the patient in a meaningfully accurate way, the dentist’s authority may be undermined, resulting in unsuccessful communication. The case study reports on the tasks employing lexicogrammatical strategies in the material “Dentistry and Language Integrated Learning”, which has been developed by the authors of this article working in close collaboration with individual academic staff at the the Faculty of Medicine of the University of Latvia. The material piloted amongst both dentistry practitioners and students suggests that the applied strategies of morphological derivation, for instance, recognizing and building new words by gaining control of affixation devices, can be considered as useful tools in the new lexeme meaning-making process in dentistry. As a result, this study has attempted to support the assumption that ESP and content and language integrated learning (or CLIL) are compatible and can be efficiently mastered in the professional discourse development process.

scholarly journals Treating students as partners - Is it so simple? An empirical investigation of student partnership in a business education context

2021 ◽  
Vol 52 (5) ◽  
pp. 38-51
Author(s):  
Zsuzsanna Tóth ◽  
Bálint Bedzsula
Keyword(s):  
Higher Education ◽  
Business Education ◽  
Teaching And Learning ◽  
Empirical Investigation ◽  
Academic Staff ◽  
Online Application ◽  
Homogeneous Groups ◽  
Similarities And Differences ◽  
The Right ◽  
Successful Teaching

The challenges assigned by the ‘student as partner’ movement have redrawn the ways how students and academic staff actively collaborate for the sake of successful teaching and learning. To gain competitive advantage, higher education institutions should understand what student partnership means in their context and decide how to talk about and act upon it. The primary purpose of this paper is to reveal how student partnership is interpreted by our students and lecturers who took part in an online brainstorming session and in an online application of the Q organizing technique to rank the concepts resulting from the previous brainstorming session. The results have been utilized to identify the main similarities and differences between students’ and lecturers’ interpretations. Neither students, nor lecturers could be treated as homogeneous groups, which also raises challenges to find the right mix of institutional answers to the conceptualization of student partnership.

Pengaruh konsep diri, self efficacy dan motivasi terhadap Learning outcome mata pelajaran Aqidah Akhlak di kelas XI MA Pacet Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 37
Author(s):  
Happy Ikmal
Keyword(s):  
Learning Outcomes ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Regression Coefficient ◽  
T Test ◽  
Self Concept ◽  
Working Hypothesis ◽  
Calculation Results ◽  
The Right

Teaching and learning activities is a conscious activity and aims. Therefore, for these activities can be run well and achieve the expected goals, it must be done with the strategy or the right learning approach .. The purpose of this study were: 1) to describe the influence of Self-Concept on the results of studying chemistry at Class XI MA Pacet Mojokerto. 2) Describe the effect of self-efficacy on Learning outcomes chemistry in Class XI MA Pacet Mojokerto 3) Describe the effect of motivation on Learning outcomes chemistry in Class XI MA Pacet Mojokerto 4) Describe the relationship Self-concept, self-efficacy and motivation to Results studied chemistry at Class XI MA Pacet Mojokerto. From the results of the analysis can be summarized as follows: 1) There is a significant relationship between self-concept of the Learning outcomes chemistry inquiry model. T test against self-concept variables (X1) obtained regression coefficient (B) 0.440 (44.0%), coefficient (Beta) 0.091, tcount of 0.378 with significance 0.006 t. Because of the significance of t less than 5% (0.007 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) is received. 2) There is a significant relationship between self-efficacy toward chemistry Learning outcomes inquiry model. T test for Self-efficacy variable (X2) obtained regression coefficient (B) 0.329 (32.9%), coefficient (Beta) 0.124, tcount of 0.436 with a significance of 0.009 t. Because of the significance of t less than 5% (0.008 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) is received. 3) There is a significant relationship between motivation to learn chemistry results inquiry model. T test for motivation variable (X3) obtained regression coefficient (B) 0.130 (13.0%), coefficient (Beta) 0.065, tcount of 0.230 with a significance of 0.001 t. Because of the significance of t less than 5% (0.001 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) received 4) From the calculation results obtained Fhitung value 2,249 (significance F = 0.001). So Fhitung> F table (2,249> 2:03) or Sig F <5% (0.001 <0.05). It means that together independent variables consisting of variable self-concept (X1), Self-efficacy (X2), motivation (X3) simultaneously to variable results of studying chemistry (Y).

BUILDING ACADEMIC STAFF CAPACITY TO SUPPORT ONLINE LEARNING IN DEVELOPING COUNTRIES

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Greig Krull ◽  
Brenda Mallinson
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Academic Staff ◽  
Online Communication ◽  
Distance Teaching ◽  
Online Learners ◽  
Web Technologies ◽  
Course Material ◽  
Practical Experiences ◽  
Online Communication Tools

Higher Education Institutions (HEIs) in Africa face the challenge of responding to the expanding demand for tertiary education while maintaining or enhancing the quality of their course offerings. This has led to some HEIs introducing interactive web technologies to support their distance teaching and learning practices. However, academic staff at these institutions may struggle to provide sufficient support to online learners in part due to inadequate staff capacity in terms of familiarity with and use of online communication tools. This paper reports the practical experiences of building academic staff capacity within three southern Africa institutions, in order to initiate skills development and introduce foundational concepts in support of engaging online learners. The design of the course material is discussed and the experiences of the facilitators and participants are examined.

Using reflection. Mentoring midwifery students in India

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Glenda Hawley ◽  
Anthony Tuckett
Keyword(s):  
Learning Strategies ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Action Plan ◽  
Constructivist Theory ◽  
Clinical Placements ◽  
Teaching And Learning Strategies ◽  
Global Health Care ◽  
Insight Into

Purpose: This study aims to offer guidance to lecturers and undergraduate midwifery students in using reflective practice and to offer a roadmap for academic staff accompanying undergraduate midwifery students on international clinical placements. Design: Drawing on reflection within the Constructivist Theory, the Gibbs Reflective Cycle (GRC) provides opportunities to review experiences and share new knowledge by working through five stages—feelings, evaluation, analysis, conclusion and action plan. Findings:  The reflections of the midwifery students in this study provide insight into expectations prior to leaving for international placement, practical aspects of what local knowledge is beneficial, necessary teaching and learning strategies and the students’ cultural awareness growth. Implications: The analysis and a reflective approach have wider implications for universities seeking to improve preparations when embarking on an international clinical placement. It can also inform practices that utilise reflection as an impetus to shape midwifery students to be more receptive to global health care issues. 

scholarly journals From education to research: a journey of utilising virtual training

2016 ◽  
Vol 15 (1) ◽  
pp. 85-90 ◽  
Author(s):  
Adéle Stewart-Lord
Keyword(s):  
Patient Education ◽  
Academic Staff ◽  
Design Development ◽  
Virtual Training ◽  
Clinical Placements ◽  
Information Giving ◽  
Recent Innovation ◽  
Students First ◽  
Education Tool ◽  
Number Of Publications

AbstractBackgroundLondon South Bank University (LSBU) has successfully implemented Virtual Environment for Radiotherapy Training (VERT) across the therapeutic radiography training curricula and are now supporting the use of VERT for patient education in clinical departments. A number of publications have reported on the use of VERT in education and training; more recent literature has focused on the use of VERT for patient education.Materials and methodsThe successful introduction of VERT before students’ first clinical placements resulted in the development of a ‘Pre-Clinical week’ where students practice and improve their technical skills, using the hand controls without a patient present, leading to increased confidence in clinical practice. Other examples of VERT curriculum integration at LSBU focused on the use of VERT for anatomy teaching. The more recent innovation at LSBU relevant to VERT integration has been the design, development and implementation of collaborative research projects where the aims of the studies were to explore patients’ perceptions of VERT as an information giving resource before radiotherapy delivery.SummaryThe introduction of VERT as education tool has enabled academic staff to develop a range of teaching methods to embed virtual training into the traditional classroom setting, demonstrating innovation and collaboration.

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