The design, implementation and evaluation of hybrid cancer clinic simulations: Escaping the norm

Introduction Simulation and gamification are two popular educational tools utilized to enhance student learning and engagement. This study aimed to evaluate the effectiveness of integrating a hybrid cancer clinic simulation into the curricula for third-year pharmacy (P3) students. Methods This prospective, single-arm pilot study incorporated a mixed-method learning activity involving patient simulation and escape room elements. Two cancer clinic simulations were developed by faculty members. For each clinic, students were randomly divided into 6 groups and tasked with completing a series of Pharmacist Patient Care Process (PPCP) activities involving patient actors. The PPCP activities were interwoven with engaging puzzles and games to simulate an escape room. Student learning and retention was measured by pre- and post-simulation quizzes and course level exams. A perceptions survey was administered after each simulation activity. Results Thirty-six students participated in both cancer clinic simulations, with 100% completing all aspects of the study. Mean student quiz scores improved from 61.4% to 81.7% (p < 0.0001) and 52.6% to 81.8% (p < 0.0001) following the first and second simulations, respectively. Exam performance improved for 16 out of 19 exam questions, with a significant increase in 4 questions (p < 0.05). Students overwhelmingly agreed that the cancer clinic simulations 1) reinforced knowledge, 2) facilitated PPCP, 3) improved their ability to make chemotherapeutic recommendations, 4) enhanced problem-solving skills, and 5) encouraged collaboration. Conclusion This innovative hybrid simulation enhanced oncology-related knowledge and supported an interactive environment that improved student confidence and teamwork. Students enjoyed the simulations and recommended continuation for all future cohorts.

Harnessing Community Resources to Enhance Student Learning and Development

One of the most important ways in which school social workers can support students, families, and staff is by acquiring, developing, and distributing community resources. This chapter will discuss identifying needs, assembling resources, empowering students and families to access resources, and building staff and program capacity to meet community needs. Discussion will focus on needs assessments during the overlapping pandemics of COVID-19 and racial inequities. Strategies for conducting needs assessments, mapping assets, and investigating potential community partners are offered. Finally, the chapter covers the importance of collecting and reporting data to evaluate the success of the programs that the school social worker develops.

Establishment of Reliability of the Occupation-Based Practice Assessment

The profession’s foundational construct; occupation, is therapeutically effective, but there remains inconsistent use as a therapeutic medium. A psychometrically strong tool can measure and maximize the use of occupation. This study establishes preliminary psychometric properties of the Occupation-Based Practice Assessment (OBPA). This methodological study tested inter-rater reliability using simulated video cases to examine the OBPA. Overall reliability was acceptable with at .868. All subsections were acceptable including Meaning and Purposeful Occupation (.871), Therapeutic Intent (.819), and Engaged Participation (.807). Two items, Context (.946) and Actual Doing (.981), demonstrated excellent reliability; while three items, Meaning (.747), Adaptation (.799), and Participation (.735), fell slightly below the acceptable level. Preliminary investigation of the OBPA reveals acceptable inter-rater reliability and suggests potential for use following additional in-vivo testing to measure therapeutic interactions to enhance student learning, optimize clinical practice, facilitate professional development, evaluate programs, and quantify occupation-based practice in research.

Exploring the Implication of Graduate African Students’ Academic and Social interactions on their Learning Experiences in Beijing

Current research on international students has not particularly examined the African students’ experiences in Chinese universities. Furthermore, faced with a situation where I encountered challenges as a student in China; I self-located and explored the social and academic interactions of African students in Beijing. I employed semi-structured interviews to explore 12 Black African Graduate students’ learning experiences of studying in three different Universities in Beijing, China. Participants identified Chinese language as a major challenge, reported limited interaction with Chinese lecturers and discriminatory treatments during classroom dynamics. Further, the students indicated that preference was given to students from Western countries. Although some were ambivalent about their experiences, in general, these experiences did not produce negative impact on their learning, rather the students reported their overall academic experiences as being positive. The study concludes by discussing the implications of the findings for practice and recommends specific interventions to enhance student learning experiences

From seed to social agency

Food studies is an emerging and interdisciplinary field that has produced abundant theoretical, analytical, and conceptual insights into contemporary agro-food system dynamics. However, space still exists for the convergence of classroom-based food pedagogy and transformative community work to promote social justice frameworks. While calling for a paradigm shift within educational systems, we ask, how can community-based experiential engagement in post-secondary food pedagogy enhance student learning, bridge academic-public divides, and foster transformative social change? Drawing from our experiences farming in Calgary, we argue that activist food studies employed with a learner-centered, place-based teaching approach centering Indigenous Knowledge Systems can support local food networks and build community within and beyond academia. We present strategies for bridging the academic-public divide through a participatory approach and activist scholarship that directly engages with sustainable urban and agrarian development. Complementing course-based theory and literature with applied methodologies that build the technical and leadership capacity of students will enhance student learning, build stronger community ties, and produce meaningful work that connects the local to the global. Furthermore, we will reflect upon our approach, identify potential benefits to students who engage in food studies, and offer recommendations for best practices in food pedagogy that will support social change.