scholarly journals Listening to student voice-understanding student and faculty experience at two UK graduate entry programmes

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
M. Abdulhadi Alagha ◽  
Linda Jones
Keyword(s):  
Sense Of Self ◽  
Field Analysis ◽  
Small Scale ◽  
Successful Implementation ◽  
Graduate Entry ◽  
Self Regulated Learning ◽  
Point Of Entry ◽  
Shortage Of Physicians ◽  
Elite Interviews ◽  
The Uk

Abstract Context Shortage of physicians in the UK has been a long-standing issue. Graduate entry medicine (GEM) may offer a second point of entry for potential doctors. However, the challenges of developing and implementing these programmes are still unrecognised. This small-scale study aimed to briefly explore the opportunities and challenges facing students at two UK GEM programmes. Methods Two case studies were conducted at Imperial College and Scotland’s GEM (ScotGEM) and used a triangulated qualitative approach via semi-structured and elite interviews. Data analysis, informed by grounded theory, applied thematic and force-field analysis in an empirical approach to generate evidence and instrumental interpretations for Higher Education Institutions. Results Although GEM forms an opportunity for graduates to enter medicine, the different drivers of each programme were key in determining entry requirements and challenges experienced by postgraduates. Three key dilemmas seem to influence the experiences of learners in GEM programmes: (a) postgraduate identity and the everchanging sense-of-self; (b)self-directed and self-regulated learning skills, and (c) servicescape, management and marketing concepts. Conclusions Graduate entry programmes may support policy makers and faculty to fill the workforce gap of healthcare professionals. However, their successful implementation requires careful considerations to the needs of graduates to harness their creativity, resilience and professional development as future healthcare workers.

scholarly journals The Use of a Formative Pedagogy Lens to Enhance and Maintain Virtual Supervisory Relationships: Appreciative Inquiry and Critical Review (Preprint)

2020 ◽  
Author(s):  
Chloe Louanne Jordan ◽  
Thillainathan Sathaananthan ◽  
Leo Anthony Celi ◽  
Linda Jones ◽  
M Abdulhadi Alagha
Keyword(s):  
Appreciative Inquiry ◽  
Critical Review ◽  
Sense Of Self ◽  
Virtual Learning ◽  
Careful Consideration ◽  
Small Scale ◽  
Successful Implementation ◽  
Web Based ◽  
Supervisory Relationships ◽  
Student Relationship

BACKGROUND Virtual supervisory relationships provide an infrastructure for flexible learning, global accessibility, and outreach, connecting individuals worldwide. The surge in web-based educational activities in recent years provides an opportunity to understand the attributes of an effective supervisor-student or mentor-student relationship. OBJECTIVE The aim of this study is to compare the published literature (through a critical review) with our collective experiences (using small-scale appreciative inquiry [AI]) in an effort to structure and identify the dilemmas and opportunities for virtual supervisory and mentoring relationships, both in terms of stakeholder attributes and skills as well as providing instructional recommendations to enhance virtual learning. METHODS A critical review of the literature was conducted followed by an AI of reflections by the authors. The AI questions were derived from the 4D AI framework. RESULTS Despite the multitude of differences between face-to-face and web-based supervision and mentoring, four key dilemmas seem to influence the experiences of stakeholders involved in virtual learning: informal discourses and approachability of mentors; effective virtual communication strategies; authenticity, trust, and work ethics; and sense of self and cultural considerations. CONCLUSIONS Virtual mentorship or supervision can be as equally rewarding as an in-person relationship. However, its successful implementation requires active acknowledgment of learners’ needs and careful consideration to develop effective and mutually beneficial student-educator relationships.

scholarly journals Students’ Perceived Challenges of Attending a Flipped EFL Classroom in Viet Nam

2018 ◽  
Vol 8 (11) ◽  
pp. 1504 ◽  
Author(s):  
Nguyen Huu Anh Vuong ◽  
Choon Keong Tan ◽  
Kean Wah Lee
Keyword(s):  
Flipped Classroom ◽  
English Language ◽  
Research Question ◽  
Small Scale ◽  
Successful Implementation ◽  
Viet Nam ◽  
Structured Interviews ◽  
Innovative Teaching ◽  
Self Regulated Learning ◽  
English Grammar

Flipped classroom is gaining more and more popularity among educators and researchers all over the world; however, its implementation in Viet Nam is still in infancy. This small-scale research project attempts to investigate students’ perceived challenges when attending a flipped English grammar class. Qualitative research design was adopted to address the research question. The participants include 34 second-year students majoring in the English language at a state university in Viet Nam. The instruments consist of an open-ended questionnaire and semi-structured interviews. Thematic analysis was employed to address the qualitative data. The findings highlight that Vietnamese students encounter several challenges when attending the flipped classroom including difficulty in self-regulated learning, heavy learning workload, lack of immediate support and lack of ICT resources. Accordingly, the present research has some pedagogical implications to help address those obstacles for successful implementation of this innovative teaching mode in the Vietnamese EFL context.

scholarly journals The Use of a Formative Pedagogy Lens to Enhance and Maintain Virtual Supervisory Relationships: Appreciative Inquiry and Critical Review

10.2196/26251 ◽  
2021 ◽  
Vol 7 (4) ◽  
pp. e26251
Author(s):  
Chloe Louanne Jordan ◽  
Thillainathan Sathaananthan ◽  
Leo Anthony Celi ◽  
Linda Jones ◽  
M Abdulhadi Alagha
Keyword(s):  
Appreciative Inquiry ◽  
Critical Review ◽  
Sense Of Self ◽  
Virtual Learning ◽  
Careful Consideration ◽  
Small Scale ◽  
Successful Implementation ◽  
Web Based ◽  
Supervisory Relationships ◽  
Student Relationship

Background Virtual supervisory relationships provide an infrastructure for flexible learning, global accessibility, and outreach, connecting individuals worldwide. The surge in web-based educational activities in recent years provides an opportunity to understand the attributes of an effective supervisor-student or mentor-student relationship. Objective The aim of this study is to compare the published literature (through a critical review) with our collective experiences (using small-scale appreciative inquiry [AI]) in an effort to structure and identify the dilemmas and opportunities for virtual supervisory and mentoring relationships, both in terms of stakeholder attributes and skills as well as providing instructional recommendations to enhance virtual learning. Methods A critical review of the literature was conducted followed by an AI of reflections by the authors. The AI questions were derived from the 4D AI framework. Results Despite the multitude of differences between face-to-face and web-based supervision and mentoring, four key dilemmas seem to influence the experiences of stakeholders involved in virtual learning: informal discourses and approachability of mentors; effective virtual communication strategies; authenticity, trust, and work ethics; and sense of self and cultural considerations. Conclusions Virtual mentorship or supervision can be as equally rewarding as an in-person relationship. However, its successful implementation requires active acknowledgment of learners’ needs and careful consideration to develop effective and mutually beneficial student-educator relationships.

Sustaining the self in later life: supporting older people in the community

2001 ◽  
Vol 21 (3) ◽  
pp. 255-278 ◽  
Author(s):  
DENISE TANNER
Keyword(s):  
Older People ◽  
Social Services ◽  
Service Provision ◽  
Sense Of Self ◽  
Unmet Need ◽  
Later Life ◽  
Small Scale ◽  
Older Person ◽  
Eligibility Criteria ◽  
The Uk

This paper emanates from a small-scale qualitative study, currently in progress, looking at the implications for older people of decisions made by a social services department that they are ineligible for service provision. While the operation of eligibility criteria in the UK has been shown to exclude an increasing number of prospective users from receiving a service, little is known about how those refused a service contend with their difficulties or the implications these strategies have for them. The paper focuses on themes that have emerged during the first phases of the study in relation to how older people endeavour to manage their ‘unmet need’. It is suggested that a key integrative theme concerns their efforts to maintain a positive sense of self indicating, it is argued, the need for processes involved in the seeking, receiving and giving of help to be managed in a way that sustains the sense of self of the older person.

scholarly journals A community hub approach to older people’s housing

2017 ◽  
Vol 18 (1) ◽  
pp. 20-32 ◽  
Author(s):  
Simon Evans ◽  
Teresa Atkinson ◽  
Robin Darton ◽  
Ailsa Cameron ◽  
Ann Netten ◽  
...  
Keyword(s):  
Social Services ◽  
Economies Of Scale ◽  
Integrated Approach ◽  
Community Services ◽  
Small Scale ◽  
Successful Implementation ◽  
Content Type ◽  
Potential Benefits ◽  
The Uk ◽  
New Literature

Purpose The purpose of this paper is to explore the potential of housing with care schemes to act as community hubs. The analysis highlights a range of benefits, barriers and facilitators. Design/methodology/approach Data are presented from the Adult Social Services Environments and Settings project which used a mixed methods approach including a review of the literature, surveys and in-depth case study interviews. Findings Most housing with care schemes have a restaurant or café, communal lounge, garden, hairdresser, activity room and laundrette, while many also have a library, gym, computer access and a shop. Many of these facilities are open not just to residents but also to the wider community, reflecting a more integrated approach to community health and adult social care, by sharing access to primary health care and social services between people living in the scheme and those living nearby. Potential benefits of this approach include the integration of older people’s housing, reduced isolation and increased cost effectiveness of local services through economies of scale and by maximising preventative approaches to health and wellbeing. Successful implementation of the model depends on a range of criteria including being located within or close to a residential area and having on-site facilities that are accessible to the public. Originality/value This paper is part of a very new literature on community hub models of housing with care in the UK. In the light of new requirements under the Care Act to better coordinate community services, it provides insights into how this approach can work and offers an analysis of the benefits and challenges that will be of interest to commissioners and providers as well as planners. This was a small scale research project based on four case studies. Caution should be taken when considering the findings in different settings.

‘Keeping busy with purpose’: How meaningful occupation can shape the experience of forced migration

2019 ◽  
Author(s):  
Helen Claire Hart
Keyword(s):  
Phenomenological Study ◽  
Sense Of Self ◽  
Forced Migration ◽  
Well Being ◽  
Small Scale ◽  
Key Skills ◽  
Self Worth ◽  
The Hours ◽  
The Uk ◽  
The Right

AbstractForced migration creates multiple barriers to everyday life, including individual’s access to dignified and meaningful daily occupations. Without the activities that form family life, self-care, work, leisure, and community participation, individuals can find themselves struggling to fill the hours in their days and feeling they exist on the margins of society. This article reflects the findings of a small-scale phenomenological study exploring the meaning of everyday occupations to people seeking asylum in the UK. A series of in-depth interviews, conducted with 10 people, explored the role of daily occupation in their country of origin and in the UK. The study found that restrictions on daily activities had a significant impact on their well-being and sense of self-worth. They highlighted how limited their opportunities were and acknowledged the value of meaningful daily occupations as a means to ‘keep busy with purpose’. There is growing evidence that occupation has the potential to be of benefit to people during the post-migratory period: maintaining health, preserving key skills, retaining a sense of self, and increasing integration. This study shows the multiple gains associated with purposeful activity, including how the right kind of occupation can promote self-worth at a time when people often feel devalued. The article encourages the reader to consider how increased access to activity can promote well-being and to consider challenging the occupational injustices behind asylum policy.

The Making of a Model: Teacher Education for Looked After Children

2019 ◽  
Author(s):  
Sarah Alix
Keyword(s):  
Teacher Education ◽  
Virtual School ◽  
Small Scale ◽  
Early Model ◽  
Trainee Teachers ◽  
Looked After Children ◽  
Continued Education ◽  
Stage Process ◽  
The Uk ◽  
Training Practice

<p>We report a three-stage process of developing a model of teacher education to encompass provision for Looked After Children in schools in the UK. First, a survey of 78 trainee teachers explored their perceptions and early practice concerning educating Looked After Children (LAC). There are currently 68,840 children of school age in the UK that have been ‘looked after’ for 12 months or more, and their education is of particular concern both within political and educational circles. Second, teacher education programmes were then reviewed to highlight omissions in relation to LAC, and to initiate an early model for improved training practice, not only for teachers in training but also for the continued professional development of those active in service. Third came the development of a model through consultation with major stakeholders in the field of education for Looked After Children. These were state and charitable organisations, and incorporated responses from Virtual School Headteachers (VSHs) who have oversight of the education for LAC, who are placed on a ‘virtual school’ roll even though physically spread across the schools within a local authority and beyond. The outcomes of the study are limited by the small scale of the research, but provide a validated template for the initial and continued education of teachers for LAC.</p>

scholarly journals EXPRESS: Unlearning and Consent in the UK Fire and Rescue Service

2021 ◽  
pp. 001872672110311
Author(s):  
James Brooks ◽  
Irena Grugulis ◽  
Hugh Cook
Keyword(s):  
Qualitative Study ◽  
Social Aspects ◽  
Successful Implementation ◽  
Human System ◽  
Rescue Service ◽  
Rescue Services ◽  
The People ◽  
The Social ◽  
New Knowledge ◽  
The Uk

Why does so much literature on unlearning ignore the people who do the unlearning? What would we understand differently if we focused on those people? Much of the existing literature argues that unlearning can only be achieved, and new knowledge acquired, if old knowledge is discarded: the clean slate approach. This might be a reasonable way of organising stock in a warehouse, where room needs to be created for new deliveries, but it is not an accurate description of a human system. This article draws on a detailed qualitative study of learning in the UK Fire and Rescue Services to challenge the clean slate approach and demonstrate that, not only did firefighters retain their old knowledge, they used it as a benchmark to assess new routines and practices. This meant that firefighters’ trust in, and consent to, innovation was key to successful implementation. In order to understand the social aspects of unlearning, this research focuses on the people involved as active agents, rather than passive recipients or discarders of knowledge.

scholarly journals Are efforts to attract graduate applicants to UK medical schools effective in increasing the participation of under-represented socioeconomic groups? A national cohort study

BMJ Open ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. e018946 ◽  
Author(s):  
Ben Kumwenda ◽  
Jennifer Cleland ◽  
Rachel Greatrix ◽  
Rhoda Katharine MacKenzie ◽  
Gordon Prescott
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Student Population ◽  
Multiple Logistic Regression ◽  
Sociodemographic Characteristic ◽  
Universities And Colleges ◽  
Graduate Entry ◽  
Socioeconomic Groups ◽  
National Cohort ◽  
The Uk

IntroductionAttracting graduates was recommended as a means of diversifying the UK medical student population. Graduates now make up nearly a quarter of the total medical student population. Research to date has focused on comparing the sociodemographic characteristics of applicants to and/or students on traditional and graduate entry programmes (GEMs), yet GEMs account for only 40% of the graduate medical student population. Thus, we aimed to compare the sociodemographic characteristic and outcomes of graduates and non-graduate applicants across a range of programmes.MethodsThis was an observational study of 117 214 applicants to medicine who took the UK Clinical Aptitude Test (UKCAT) from 2006 to 2014 and who applied to medical school through Universities and Colleges Admissions Service (UCAS). We included applicant demographics, UKCAT total score and offers in our analysis. Applicants were assigned as graduates or non-graduates on the basis of their highest qualification. Multiple logistic regression was used to predict the odds of receiving an offer, after adjusting for confounders.ResultsIrrespective of graduate or non-graduate status, most applicants were from the highest socioeconomic groups and were from a white ethnic background. Receiving an offer was related to gender and ethnicity in both graduates and non-graduates. After adjusting for UKCAT score, the OR of an offer for graduates versus non-graduates was approximately 0.5 (OR=0.48, 95% CI 0.46 to 0.49).DiscussionOur findings indicate that the aim of diversifying the medical student population on socioeconomic grounds by attracting graduates has been only marginally successful. Graduate applicants from widening access backgrounds are less likely than others to be offered a place at medical school. Different approaches must be considered if medicine is to attract and select more socially diverse applicants.

scholarly journals Charting the Rough Journey to ‘Home’: The Contribution of Qualitative Longitudinal Research to Understandings of Homelessness in Austerity

2021 ◽  
pp. 1-17
Author(s):  
Emma Davidson ◽  
Briege Nugent ◽  
Sarah Johnsen
Keyword(s):  
Longitudinal Research ◽  
Support Service ◽  
Added Value ◽  
Small Scale ◽  
Deep Insight ◽  
Policy Makers ◽  
Analytical Potential ◽  
Longitudinal Approach ◽  
The Uk ◽  
Insight Into

This article reflects on the contribution of qualitative longitudinal research (QLR) to understandings of homeless peoples’ experiences of support service interventions in an era of austerity in the UK. It brings into ‘analytic conversation’ data from qualitative longitudinal evaluations of homeless support projects operated by voluntary sector organisations in Scotland. With fieldwork spanning 2014-2019, the analysis expands the analytical potential of pooling small-scale studies through an interrogation of individuals’ ‘journeys’ through homelessness services and their rough path to ‘home’. By reflecting on our substantive findings, the article explores the added value and challenges of a longitudinal approach. It concludes that while QLR can deliver deep insight into lives lived by vulnerable populations and potentially reduce the distance between policy makers and those affected, its benefits must be balanced against pragmatism and the ethical responsibilities associated with the method.

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