scholarly journals How do they learn: types and characteristics of medical and healthcare student engagement in a simulation-based learning environment

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yashuang Wang ◽  
Yan Ji
Keyword(s):  
Student Engagement ◽  
Learning Environment ◽  
Thematic Analysis ◽  
Emotional Experience ◽  
Deep Understanding ◽  
Structured Interviews ◽  
Healthcare Students ◽  
Interactive Engagement ◽  
Simulation Based ◽  
Medical And Healthcare

Abstract Background Student engagement can predict successful learning outcomes and academic development. The expansion of simulation-based medical and healthcare education creates challenges for educators, as they must help students engage in a simulation-based learning environment. This research provides a reference for facilitators of simulation teaching and student learning in medical and health-related majors by providing a deep understanding of student engagement in a simulation-based learning environment. Methods We conducted semi-structured interviews with ten medical and healthcare students to explore their learning types and characteristics in a simulation-based learning environment. Thematic analysis was used to analyse the data. Results The interviews were thematically analysed to identify three types of student engagement in the simulation-based learning environment: reflective engagement, performance engagement, and interactive engagement. The analysis also identified eight sub-themes: active, persistent, and focused thinking engagement; self-directed-learning thinking engagement with the purpose of problem solving; active “voice” in class; strong emotional experience and disclosure; demonstration of professional leadership; interaction with realistic learning situations; support from teammates; and collegial facilitator-student interaction. Conclusions The student interview and thematic analysis methods can be used to study the richness of student engagement in simulation-based learning environments. This study finds that student engagement in a simulation-based learning environment is different from that in a traditional environment, as it places greater emphasis on performance engagement, which combines both thinking and physical engagement, as well as on interactive engagement as generated through interpersonal interactions. Therefore, we suggest expanding the learning space centring around “inquiry”, as it can help strengthen reflective communication and dialogue. It also facilitates imagination, stimulates empathy, and builds an interprofessional learning community. In this way, medical and healthcare students can learn through the two-way transmission of information and cultivate and reshape interpersonal relationships to improve engagement in a simulation-based learning environment.

scholarly journals How Do They Learn: Types and Characteristics of Medical Student Engagement in the Simulation-Based Learning Environment

2020 ◽  
Author(s):  
Yashuang Wang ◽  
YAN JI
Keyword(s):  
Student Engagement ◽  
Medical Students ◽  
Learning Environment ◽  
Learning Community ◽  
Professional Learning ◽  
Emotional Experience ◽  
Interpersonal Relationship ◽  
Structured Interviews ◽  
Learning Space ◽  
Simulation Based

Abstract Background Student engagement can predict successful learning outcomes and academic development. Expansion of simulation-based medical education will bring about challenges to educators and require them to help medical students to engage themselves in a simulation-based learning environment. Methods We conducted semi-structured interviews with ten medical students to explore their learning types and characteristics in the simulation-based learning environment. The interpretative phenomenological methods were used to analyze the data. Results The interviews were thematically analyzed to form three types of student engagement in the simulation-based learning environment: reflective engagement, performance engagement, and interactive engagement. The analysis also identified eight sub-themes: active, persistent, and focused thinking engagement; problem-oriented thinking engagement; active “voice” in class; strong emotional experience and disclosure; demonstration of professional leadership; interaction with realistic learning situations; support from teammates; and friendship-like lecturer-student interaction.Conclusions The findings explain the mechanisms behind student engagement in the simulation-based learning environment from two perspectives: the two-way construction of individuality and space in learning along with the interdependence of the learner and the learning community. That is, expanding the learning space centering around “inquiry” helps strengthen reflective communication and dialogue. It also facilitates imagination, stimulates empathy, and builds an inter-professional learning community. In this way, medical students are expected to learn from the two-way transmission of information, cultivate and reshape the interpersonal relationship, so as to improve engagement in the simulation-based learning environment.

scholarly journals How Do They Learn: Types and Characteristics of Medical Student Engagement in the Simulation-Based Learning Environment

2020 ◽  
Author(s):  
Yashuang Wang ◽  
YAN JI
Keyword(s):  
Student Engagement ◽  
Medical Students ◽  
Learning Environment ◽  
Learning Community ◽  
Professional Learning ◽  
Emotional Experience ◽  
Interpersonal Relationship ◽  
Structured Interviews ◽  
Learning Space ◽  
Simulation Based

Abstract Background Student engagement can predict successful learning outcomes and academic development. Expansion of simulation-based medical education will bring about challenges to educators and require them to help medical students to engage themselves in a simulation-based learning environment. Methods We conducted semi-structured interviews with ten medical students to explore their learning types and characteristics in the simulation-based learning environment. The thematic analysis was used to analyze the data. Results The interviews were thematically analyzed to form three types of student engagement in the simulation-based learning environment: reflective engagement, performance engagement, and interactive engagement. The analysis also identified eight sub-themes: active, persistent, and focused thinking engagement; self-directed-learning thinking engagement with the purpose of problem solving; active “voice” in class; strong emotional experience and disclosure; demonstration of professional leadership; interaction with realistic learning situations; support from teammates; and friendship-like facilitator-student interaction.Conclusions The findings explain the mechanisms behind student engagement in the simulation-based learning environment from two perspectives: the two-way construction of individuality and space in learning along with the interdependence of the learner and the learning community. That is, expanding the learning space centering around “inquiry” helps strengthen reflective communication and dialogue. It also facilitates imagination, stimulates empathy, and builds an inter-professional learning community. In this way, medical students are expected to learn from the two-way transmission of information, cultivate and reshape the interpersonal relationship, so as to improve engagement in the simulation-based learning environment.

scholarly journals Flipping Over: Student-Centred Learning and Assessment

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Barry James Ryan
Keyword(s):  
Student Engagement ◽  
Learning Environment ◽  
Lifelong Learning ◽  
Flipped Classroom ◽  
Soft Skills ◽  
Deep Understanding ◽  
Assessment For Learning ◽  
Assessment Methodology ◽  
Student Centred Learning

Engaging students is a difficult task faced by all academics. Student engagement can be achieved by giving ownership of their learning back to the students and by carefully aligning the assessment methodology to the students’ learning and future employability. To promote learning ownership in this case study, a group of final year students were involved in the design of the delivery (‘flipped classroom’) and assessment strategy (‘flipped assessment’) of the curriculum. Upon reflection, students noted a deep understanding of their self-selected topic by taking ownership of their learning and their ‘assessment for learning’ within the bounded learning environment. Additionally, students enhanced their soft skills and developed proficiencies appropriate for future employment and lifelong learning.

Designing a simulation center: an experiential guide

2020 ◽  
Vol 18 (5) ◽  
pp. 487-504
Author(s):  
Carla Talal Dleikan ◽  
Zavi Lakissian ◽  
Selim Hani ◽  
Rana Sharara-Chami
Keyword(s):  
Thematic Analysis ◽  
Structured Interviews ◽  
Learning Space ◽  
Content Type ◽  
Qualitative Thematic Analysis ◽  
Depth Analysis ◽  
Simulation Based ◽  
Simulation Center ◽  
And Training ◽  
Practical Implications

Purpose Health-care simulation has evolved rapidly in the past few decades; it has become an integral component of education and training to improve the efficacy of both individuals and teams. Designing an optimal simulation-based learning space is a multitiered and multidisciplinary process involving architects, engineers and simulation educators. The purpose of this paper is to present the experience of designing a simulation center for a tertiary academic hospital. Design/methodology/approach The study is based on an in-depth analysis of the final structural blueprint of the center and qualitative thematic analysis of semi-structured interviews with persons involved in the design process Findings Thematic analysis led to three thematic categories, namely, organization of space, equipment and administrative and staff requirements. Research limitations/implications The paper describes the experience of designing one center within an academic tertiary setting. This experience may lack external validity and generalizability. Moreover, the operationality and functionality of the center have not been studied yet. Finally, the interviewees were interviewed post-design, which may pose as recall bias. Practical implications For future simulationists or educators attempting to undertake a simulation center design, this paper will help guide them to anticipate the needed human and technical resources and potential challenges. Originality/value The study offers recommendations meant to guide others attempting to design a simulation center within an academic institution.

‘Are we on the same wavelength?’ International nurses and the process of confronting and adjusting to clinical communication in Australia

2017 ◽  
Vol 13 (3) ◽  
pp. 263-274 ◽  
Author(s):  
Tonia Crawford ◽  
Peter Roger ◽  
Sally Candlin
Keyword(s):  
Communication Skills ◽  
Thematic Analysis ◽  
Care Setting ◽  
Linguistically Diverse ◽  
The Other ◽  
Culturally And Linguistically Diverse ◽  
Central Theme ◽  
Structured Interviews ◽  
Clinical Communication ◽  
Professional Experiences

Effective communication skills are important in the health care setting in order to develop rapport and trust with patients, provide reassurance, assess patients effectively and provide education in a way that patients easily understand (Candlin and Candlin, 2003). However with many nurses from culturally and linguistically diverse (CALD) backgrounds being recruited to fill the workforce shortfall in Australia, communication across cultures with the potential for miscommunication and ensuing risks to patient safety has gained increasing focus in recent years (Shakya and Horsefall, 2000; Chiang and Crickmore, 2009). This paper reports on the first phase of a study that examines intercultural nurse patient communication from the perspective of four Registered Nurses from CALD backgrounds working in Australia. Five interrelating themes that were derived from thematic analysis of semi-structured interviews are discussed. The central theme of ‘adjustment’ was identified as fundamental to the experiences of the RNs and this theme interrelated with each of the other themes that emerged: professional experiences with communication, ways of showing respect, displaying empathy, and vulnerability.

Acceptance of the HPV Vaccine in a Multiethnic Sample of Latinx Mothers

2021 ◽  
Vol 31 (3) ◽  
pp. 472-483
Author(s):  
Ana Cristina Lindsay ◽  
Madelyne J. Valdez ◽  
Denisse Delgado ◽  
Emily Restrepo ◽  
Yessica M. Guzmán ◽  
...  
Keyword(s):  
Health Care Providers ◽  
Thematic Analysis ◽  
Hpv Vaccine ◽  
Female Adolescents ◽  
Future Research ◽  
Care Providers ◽  
Foreign Born ◽  
Structured Interviews ◽  
Direct Benefits ◽  
Multiethnic Sample

This descriptive qualitative study explored Latinx mothers’ acceptance of the human papillomavirus (HPV) vaccine for their adolescent children. Data were collected through individual, semi-structured interviews and analyzed using a hybrid method of thematic analysis that incorporated deductive and inductive approaches. Twenty-two ( n = 22), mostly foreign-born, Latinx mothers of male and female adolescents participated in the study. Three main themes and nine subthemes emerged from the analyses. Findings identified the need for increased efforts to raise awareness and knowledge among Latinx mothers of the direct benefits of the HPV vaccine for sons, including stressing prevention of HPV-associated cancers in males. Findings also underscore the need for improved health care providers’ communication and recommendation of the HPV vaccine for Latinx adolescent males. Future research should intervene upon the study’s findings to address barriers that remain and affect Latinx mothers’ acceptance and uptake of the HPV vaccine for their children, in particular their sons.

scholarly journals Staying Home, Staying Alive: Campus Food Pantry Student Clients’ Experiences During the COVID-19 Pandemic

2021 ◽  
pp. 193672442110356
Author(s):  
Elmira Jangjou
Keyword(s):  
Coping Strategies ◽  
Thematic Analysis ◽  
Future Research ◽  
Postsecondary Students ◽  
Structured Interviews ◽  
Short Term ◽  
Income Loss ◽  
Food Pantry ◽  
Global Pandemic ◽  
Seeking Help

In response to students’ food insecurity, a number of colleges and universities have taken action and established campus food pantries as part of their intervention plans. However, many of these pantries ceased operation due to COVID-19 campus shutdowns. The purpose of this study is to illustrate the short-term impacts of the COVID-19 pandemic on postsecondary students, who use a university-provided food pantry. Drawing from semi-structured interviews with 12 participants, the thematic analysis explored the initial coping strategies these students used to endure the pandemic. Findings revealed that many students experienced the immediate effects of the pandemic in the form of income loss, self-isolation, anxiety, and appetite change. Although the pandemic interrupted these students’ journeys to continue their studies and become independent in various ways, the affected students implemented various coping strategies, including seeking help from family or friends, using available resources, cooking at home, and even trying to save money. However, considering that the targeted population in this study was already at risk because of their basic needs insecurity, these postsecondary students require extra attention from their higher education institutions in the case of emergencies, such as a global pandemic. In addition to its timely and relevant findings, this study provides important avenues for future research and intervention efforts.

scholarly journals POS0160-HPR THE CARE PROCESS OF HIP AND KNEE OSTEOARTHRITIS: GIVING AN ACCOUNT OF PATIENTS’ EXPERIENCE

2021 ◽  
Vol 80 (Suppl 1) ◽  
pp. 292.2-293
Author(s):  
S. Battista ◽  
M. Manoni ◽  
A. Dell’isola ◽  
M. Englund ◽  
A. Palese ◽  
...  
Keyword(s):  
Knee Osteoarthritis ◽  
Health Professionals ◽  
Emotional Experience ◽  
Functional Limitations ◽  
Care Quality ◽  
Care Process ◽  
Exact Science ◽  
Structured Interviews ◽  
Patients Experience

Background:The care process is often a complex and intimate process experienced by patients. Osteoarthritis (OA) care is usually characterised by multimodal interventions that consider the broader array of symptoms and functional limitations and often require a high level of patients’ compliance. Despite efforts to improve the quality of care of patients suffering from OA, and the publication of state-of-the-art clinical practice guidelines [1], the quality of the care process, as experienced by patients, seems to be suboptimal [2]. Hence, it is essential to investigate how patients experience this process to highlight potential elements that can enhance or spoil it to optimise the care quality.Objectives:To explore the patients’ experience of the received OA care process.Methods:Qualitative study, 10 semi-structured interviews were performed. The interview guide was created by a pool of healthcare professionals (physiotherapists, psychologists, nurses) and expert patients. It investigated the emotional experience, beliefs, expectations, perceived barriers and facilitators towards conservative treatments perceived by patients suffering from OA. The interviews lasted approximately one hour, were transcribed verbatim and analysed independently by two authors, who labelled their core parts to find categories and subcategories. A theme-based analysis was performed following an ecological paradigm, naturalistic epistemology, philosophy of phenomenological research.Results:Our analysis revealed 7 main categories with several subcategories (Fig. 1). 1) Uncertainty as some patients perceived treatment choice not to be based on medical evidence “there is an almost religious way of thinking on how to deal with the pathology. It is not an exact science when you choose the physicians you choose the treatment”. 2) Relationship with the self and the others as some patients did not feel understood or even shameful and hopeless about their condition. 3) Patients’ and Health Professionals’ beliefs about the pathology management where common thoughts were the perceived (ab)use of passive therapies, the movement as something dangerous and that OA is “something that you try to resist to, but (surgery) is your destiny”. 4) facilitators and 5) barriers of the adherence to therapeutic exercise that revolve around the cost of the therapy, the time needed and the willingness to change life habits. 6) Patients’ attitudes towards pathology in which the oldest patients perceive OA as “something I have to accept since I am getting old” and the youngest as “Something I have to fight”. 7) Relationship with food in which diet is seen as something that “you force yourself to follow” which is useful only to lose weight and not to preserve a high health status and where overeating is used “to eat your feelings”.Figure 1.Categories and Subcategories stemmed from the analysis of the patients’ interviewsConclusion:Patients suffering from hip and knee OA seem to experience an uncertain care process. The lack of clear explanations and the attitude towards conservative treatment, which is considered as “a pastime while waiting for surgery,” fosters the importance of providing patients with adequate information about the treatment, to shift their beliefs and improve their awareness. This will enhance a patient-centred and shared decision-making treatments.References:[1]Fernandes L, Hagen KB, Bijlsma JWJ, et al. EULAR recommendations for the non-pharmacological core management of hip and knee osteoarthritis. Ann. Rheum. Dis. 2013;72:1125–35.[2]Basedow M, Esterman A. Assessing appropriateness of osteoarthritis care using quality indicators: a systematic review. J Eval Clin Pract 2015;21:782–9.Acknowledgements:This work is part of the project funded by EULAR Health Professionals Research Grant 2020.Disclosure of Interests:None declared

scholarly journals A Maximal Understanding of Sacrifice: Bataille, Richard Wagner, Pilgrimage and the Bayreuth Festival

Religions ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 48
Author(s):  
Philip Smith ◽  
Florian Stoll
Keyword(s):  
Emotional Experience ◽  
The Body ◽  
Richard Wagner ◽  
Mixed Methods Study ◽  
Historical Research ◽  
Structured Interviews ◽  
Paradigm Case ◽  
Comparative Sociology ◽  
Sacred Spaces ◽  
Classical Work

This paper calls for a broad conception of sacrifice to be developed as a resource for cultural sociology. It argues the term was framed too narrowly in the classical work of Hubert and Mauss. The later approach of Bataille permits a maximal understanding of sacrifice as non-utilitarian expenditures of money, energy, passion and effort directed towards the experience of transcendence. From this perspective, pilgrimage can be understood as a specific modality of sacrificial activity. This paper applies this understanding of sacrifice and pilgrimage to the annual Bayreuth “Wagner” Festival in Germany. Drawing on a multi-year mixed-methods study involving ethnography, semi-structured interviews and historical research, the article traces sacrificial expenditures at the level of individual festival attendees. These include financial costs, arduous travel, dedicated research of the artworks, and disciplines of the body. Some are lucky enough to experience transcendence in the form of deep emotional experience, and a sense of contact with sacred spaces and forces. Our study is intended as an exemplary paradigm case that can be drawn upon analogically by scholars. We suggest that other aspects of social experience, including many that are more ‘everyday’, can be understood through a maximal model of sacrifice and that a rigorous, wider comparative sociology could be developed using this tool.

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