scholarly journals Peer review (San Schmutz) - Project-based learning for physiotherapy clinical education quality and capacity

2020 ◽  
Author(s):  
Anna Maria Schmutz ◽  
Keyword(s):  
Peer Review ◽  
Clinical Education ◽  
Project Based Learning ◽  
Education Quality

Project-based learning for physiotherapy clinical education quality and capacity

2020 ◽  
Author(s):  
Roma Forbes ◽  
Romany Martin
Keyword(s):  
Service Delivery ◽  
Student Learning ◽  
Clinical Education ◽  
Project Based Learning ◽  
Education Quality ◽  
Clinical Placement ◽  
Learning Needs ◽  
Clinical Placements ◽  
Physiotherapy Student ◽  
Adaptive Models

Background: Increasing, supporting and sustaining the capacity for physiotherapy student placements is a priority for universities and the physiotherapy workforce. The interruption, and in some cases, cancellation of placements as a result of Covid-19 has provided an added impetus to consider the use of flexible and adaptive models to meet student learning needs and support new and existing placement host organisations. Project-based learning provides an opportunity to supplement clinical placements through student-led activities that are mutually beneficial for student learning and service delivery needs of the host organisation. Aim: This paper outlines the pedagogical underpinnings of project-based learning and provides tangible examples of activities that have been adopted within physiotherapy host organisations to support clinical placement quality and capacity. Discussion: Clinical placement host organisations require flexible, student-centred approaches to supporting clinical placement efforts during 2020 and beyond. Project-based learning has the potential to be adapted across settings to support student learning and host organisation services and their stakeholders. Universities should aim to encourage and support partnerships between host organisations and their students to adopt, evaluate and sustain project-based learning across physiotherapy settings.

scholarly journals The benefits and challenges of student-led clinics within an Irish context

2015 ◽  
Vol 13 (2-3) ◽  
pp. 58-72
Author(s):  
Jane Kavannagh ◽  
Aine Kearns ◽  
Tanya McGarry
Keyword(s):  
Clinical Education ◽  
Real Life ◽  
Education Quality ◽  
Clinical Experiences ◽  
Language Therapy ◽  
Health Care Professions ◽  
Irish Context ◽  
Data Environment ◽  
The University ◽  
Practice Education

Student-led clinics are being established internationally as a means of practice education within a variety of disciplines. These clinics can provide opportunities for students in health care professions to have ‘real life’ clinic experiences while also providing beneficial outcomes for service users. This paper reviews the preliminary experiences from thirteen uni-disciplinary student-led clinics (thirty two students in total) in the disciplines of Occupational Therapy (OT), Speech and Language Therapy (SLT) and Physiotherapy (PT). These clinics were part of the placement experience of the students in an Irish University between 2011 and 2013. Clinical Education Quality Audit (CEQA) questionnaires (Ladyshewsky & Barrie, 1996) were used to explore the student experience of these placements, and practice educators were given an opportunity to discuss the benefits and challenges of the placements with the University Practice Education team. The data collected was analysed using thematic analysis. A number of themes emerged from the data: Environment, Organisational issues, Professional development / growth, and Relationships. These themes highlighted both positive and challenging features of the placement experiences. This paper will discuss the benefits and challenges of these student-led clinics and outline that overcoming challenges may be an additional important aspect of learning in innovative clinical experiences

Exploring determinants influencing information literacy with activity theory

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Xuanxi Li ◽  
A.Y.M. Atiquil Islam ◽  
Eddie W.L. Cheng ◽  
Xiao Hu ◽  
Samuel Kai Wah Chu
Keyword(s):  
Hong Kong ◽  
Peer Review ◽  
Activity Theory ◽  
Information Literacy ◽  
Structural Equation ◽  
Project Based Learning ◽  
School Students ◽  
Content Type ◽  
Community Activities ◽  
Model Components

PurposeThis study aimed to provide evidence to support the use of a wiki called PBworks as a learning tool to foster students' information literacy (IL) skills based on activity theory.Design/methodology/approachThe participants consisted of 421 students (i.e. form 1 to form 3) from Hong Kong taking a liberal studies course during the 2016–2017 academic year. This study mainly used a mixed methods design, proposing 11 hypotheses. Quantitative data from 374 questionnaires were analysed to test these research hypotheses, while a qualitative method (interviews) was used to explain the quantitative results. A structural equation modelling approach was used to analyse the data, and data triangulation was used to answer the same research questions.FindingsThe results showed that the model components PBworks affordances (PB) and rules and divisions (RD) had significant direct effects on individual activities (IA) and community activities (CA) and significant indirect effects on information literacy (IL). The results also revealed that CA had a significant effect on IA and had an even greater effect on IL.Research limitations/implicationsUsing PBworks and the project-based learning (PjBL) approach, this study examined the determinants affecting the IL skills of Hong Kong junior secondary school students and proposed a wiki-based information literary activity (WILA) model.Practical implicationsAs students' IL skills have become increasingly important, this study can shed light on related topics for future studies.Social implicationsAnd contribute to social stability and harmonious development.Originality/valueThis study eventually confirmed the validity of the WILA model with all hypotheses supported.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-03-2020-0092.

scholarly journals Introducing Peer Review and Assessment within a Project Based Learning Framework to Account for Difficulty

10.28945/3338 ◽  
2009 ◽  
Author(s):  
Frank Kurzel
Keyword(s):  
Peer Review ◽  
Development Process ◽  
Project Based Learning ◽  
Assessment Process ◽  
Project Work ◽  
Questionnaire Data ◽  
Group Project ◽  
Instructional Methodology ◽  
Media Arts ◽  
Learning Framework

In this paper, we report on a longitudinal study into instruction in a technology based course directed at the creation of multimedia applications. Students come from both the Computing and Media Arts areas and group project work has been the main assessment strategy employed. A metric referred to as the Difficulty was arrived at through a factor analysis of questionnaire data. This metric has been the focus of successive offerings of this action research. A disparity in this metric between students groups became evident and efforts have been employed in subsequent iterations of the course to appease these differences. The project based instructional methodology that has been employed, is characterised by the giving of control over to the students during the development process. Peer review and assessment were also embedded within the instructional methodology to both provide exemplars of work conducted and subsequent feedback, and equity within the assessment process. A number of assessment rubrics were introduced to aid in this process. Interestingly, the end result was an movement on the Difficulty factor for the Computing students. Both cohorts agreed that the instructional methodology was satisfactory.

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