Coventry University: E-Journals
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The Impact of a Global Pandemic on the Uneasy Relation between PBL and Lectures in a Law Curriculum
Get PDFTraditional lecturing has traditionally been one of the most prevalent methods of instructions in law curricula. This tradition dates back a millennial. The method has also permeated into learning philosophies that stand at odds with this instruction method, such as Problem-Based Learning. In the article it is investigated why lecturing is used so widely, whether there are additional reasons to do so in the legal discipline and whether recent developments – most notably the Sars-COV-2 pandemic – would or should lead to a departure from this instruction method. It is concluded that lectures will probably prevail and that there is a place for this instruction method in Problem-Based Learning even more so in a legal curriculum
Peer learning and student ownership in an international environment: A student-created website on human rights and peacebuilding
Get PDFIn light of COVID-19, activities under the remit of the Legal Advice Centre at Royal Holloway needed to adapt. Technology and the normalisation of online collaboration presented an opportunity for international cooperation between students at universities around the globe. To capitalise on the changing dynamics, Royal Holloway established a Memorandum of Understanding with the Institute for Peace and Conflict Studies in Somaliland with the aim of pursuing student-led projects, as well as other research related collaboration. In this article we recount the formulation of a student-led, inclusive, international project that saw students in the UK and Somaliland work together on a website (www.knowaboutpeace.com) that freely disseminates information on human rights and peacebuilding for stakeholders in Somaliland and the Horn of Africa, with additional relevance for UK actors working in Somaliland. The project utilised approaches of peer learning, student ownership, enquiry-based learning, international collaboration, and social responsibility to build an activity and environment that promoted deeper learning, critical thinking, and social change
‘It makes me feel empowered and that we can make a difference’: Reverse mentoring between international students and staff in legal education
Get PDFInclusion of student voices in higher education (HE) policy is of increasing importance. However, inclusion of marginalised voices is a continuing practical challenge. International students are one example of voices often unheard, despite the last decade’s internationalisation drive. Reverse mentoring use within business facilitates conversations between senior and junior colleagues, promoting cultural development. Its use in HE is comparatively limited. This work seeks to fill that gap through a small-scale study at a Russell Group law school between international undergraduate students (mentors) and staff (mentees) during 2019/20. The reverse mentoring focused on equality, diversity and inclusion (EDI) issues. This piece focuses on the impact of reverse mentoring on student mentors and their School community. The study’s design was informed by reverse mentoring in the legal profession, staff and student focus groups and international student and reverse mentoring literature. Mentor and mentee reflections were captured via interviews and reflective logs. Findings suggest reverse mentoring is an effective tool in HE to facilitate positive staff/student relationships. It has potential for transformational mentor impact which can catalyse wider community development. This work argues that reverse mentoring deserves a prominent place in ‘post-pandemic’ University strategies, with some cautionary notes and ideas for future development
Editorial
Get PDFThe overall theme of this issue is the value of learning experiences, through learning design, co-creation of student support, reflective practice, Clinical Legal Education, technology enhanced learning and virtual learning. Albert Einstein’s quote: “Learning is an experience – everything else is just information” seems a fitting introduction to this issue
The Contribution of Professional Authors in Developing Academic Writers: Navigating Identity in The Third Space in Higher Education
Get PDFProfessional writers are among several kinds of practitioner offering writing development to postgraduates and research staff in universities. As ‘third space’ professionals they bring expertise from the commercial world of writing into their academic writing interventions with students and staff. Yet, the difference professional writers’ experience can make for participants’ writing, in comparison to other writing developers, has hardly been examined. This paper begins to explore the contributions Royal Literary Fund Consultant Fellows (RLF CFs), a community of UK-based fiction and non-fiction authors, can make through their writing interventions. It explores these writers’ perceptions of their dual identities – as writers and writing developers – and their perceived benefits of having professional writers work with students and staff. The data reveal the central role writing plays for RLF CFs’ professional identity, which allows them to model a holistic approach to writing together with strategies for managing its affective dimension. Exploring their contribution to Higher Education (HE) writing development, the paper also prepares the ground for future studies into the impact of RLF CF interventions from the participants’ perspective
Examining SLP student perceptions of reflective practice. How do students compare on the reflective practice questionnaire?
Get PDFReflective practice (RP) activities are regularly employed as part of clinical education programs for SLP. Studies examining SLP student perception of RP, suggest that in general RP activities are valued and learning occurs (Dunne et al., 2019; Tillard et al., 2018). However, it is not known whether perceptions of RP activities change as clinical placement experience increases. The impact of RP activities on outcomes such as: confidence; communication; job satisfaction; stress; uncertainty; and desire for improvement also has not been examined.
Aims: 1. To determine perceptions of reflective capacity and outcomes of engaging in RP in three groups of SLP students (following their second, fourth or sixth clinical placement experience) utilizing a validated and reliable instrument. 2. To examine patterns of perceptions of reflective capacity and outcomes of engaging in RP across SLP students utilizing Hierarchical clustering (Manhattan distance).
70 SLP students completed The Reflective Practice Questionnaire (RPQ) (Priddis & Rogers, 2018; Rogers et al., 2019).
The majority of SLP students perceived they had high levels of reflective capacity. In general, as SLP student clinical placement experience increased so did perception of RP abilities and subscales associated with outcomes of engaging in RP. A significant positive effect for three subscales of the RPQ (communication confidence, confidence general and job satisfaction) was found as clinical placement experience increased. Three groupings were identified as a result of Hierarchical clustering.
This study provides quantitative data to support the teaching and use of RP activities with students across clinical programs
Evaluating the impact of a 2-week Peer Enhanced E-Placement (PEEP) on pre-registration physiotherapy students’ attitudes, self-perceived confidence, and competence in delivering telerehabilitation.
Get PDFThe COVID-19 pandemic brought about rapid digital transformation of physiotherapy practice and education. Previous studies have suggested a lack of knowledge, beliefs, and clinical acceptance of telerehabilitation as barriers to implementation and sustainability of telerehabilitation. Providing pre-registration specific teaching and practical experience of telerehabilitation may improve physiotherapy student confidence and competence in delivering telerehabilitation and support clinical acceptance of telerehabilitation in practice.
A 2-week Peer Enhanced E-Placement (PEEP) was developed and evaluated to explore its impact on third year physiotherapy student attitudes, and perceived competence and confidence in delivering telerehabilitation. Students completed a Likert scale questionnaire, immediately pre and post the PEEP placement, rating their perceived confidence and competence in four key areas of telerehabilitation: assessment, intervention, communication, and problem solving. In addition, students participated in group discussions to explore the impact of the PEEP on their attitudes towards telerehabilitation.
59 students completed the PEEP, 49 (mean age 25±6.6 years, 41% male) completed both the pre and post placement questionnaire. 55 students participated in group discussions (n=8). Following the PEEP, self-perceived confidence and competence increased in all four key areas assessed. Analysis of the group discussions identified three core themes: Prior experience and assumptions of telerehabilitation, Opportunities and barriers, and Experience of the PEEP.
Participation in a 2-week PEEP had a positive impact on physiotherapy student confidence and perceived competence in delivering telerehabilitation. Student attitudes towards telerehabilitation generally improved, with increased acceptance and recognition of its clinical value for physiotherapy practice. Students’ concerns echoed those of clinicians identified in prior research related to the opportunities and barriers facing telerehabilitation. The intensive structure of the PEEP, peer interaction and simulation appeared to positively impact on outcomes related to confidence and acceptance of telerehabilitation.
Further research is required to understand and evaluate the effectiveness of pre-registration telerehabilitation training as a means of preparing students for practice and supporting sustainability of telerehabilitation in the post-COVID era.
Policy Making in a Research Organization
Get PDFWhat is new?
This paper provides research administrators and others with a guide to the stages of the policy lifecycle, to enable them to effectively participate in policy making at their respective institution.
What was the approach?
The paper emphasizes the common scenario where administrators, irrespective of prior policy-making experience, find themselves engaged in policy development due to their operational roles. It highlights the challenges they face and the need for training in policy development, analysis, and implementation, thus providing research administrators with a comprehensive guide to navigating the stages of the policy lifecycle.
What is the academic impact?
The academic impact lies in filling a knowledge gap for research administrators, offering them insights into the intricacies of policy development within research organizations. By addressing the challenges and providing a structured approach to policy lifecycle stages, the paper contributes to enhancing the professional capabilities of research administrators. The emphasis is on alignment with institutional mission, stakeholder analysis, and best practices, and adds academic value by fostering a broader understanding of policy making in the research administration field.
What is the wider impact?
The wider impact of the paper extends to the improvement of policy-making practices within research organizations globally. By equipping research administrators with the necessary knowledge and tools, the paper aims to enhance the overall effectiveness of policy implementation. This has broader implications for organizational efficiency, stakeholder collaboration, and the successful alignment of policies with institutional goals. The emphasis on ongoing communication and a cultural shift towards best practices contributes to a positive and lasting impact on the broader research administration community
Experiences of Physiotherapy and Occupational Therapy Undergraduates and Placement Educators of Blended Practice-Based Learning
Get PDFSecuring sufficient practice-based learning opportunities for health care students is long-standing and well documented and not unique to the United Kingdom (Beveridge & Pentland 2020; Martin et al., 2004). Increasing Allied Health Professional learners on healthcare programmes and the COVID-19 pandemic have highlighted the need for radical change and innovative ways of working to address placement capacity. Due to the capacity pressures, blended practice-based placements were implemented in partnership with clinical collaboration across the Cheshire and Merseyside region. As this placement model had not been robustly tested, a decision was made to pilot this across different settings and ethical approval was sought and granted, to fully evaluate this approach. The participants consisted of second-year physiotherapy and first- and second-year occupational therapy learners. The aims of the study were to: ascertain the value and experiences of a newly introduced blended placement-based learning through the anonymous collection of data from an online questionnaire (quantitative) and focus groups (qualitative) in response to challenges relating to placement capacity.
Initial findings suggest there are benefits for learners including new skill acquisition, such as organisational and adaptability skills, the ability to influence change in patient care and improved clinical reasoning. Challenges for learners include the type and length of project not being comparable to their peers, reduced clinical time, perceived discrepancies in marking during the placement and opportunities to develop confidence. Alternative placement models are required to meet ongoing capacity demands. This work adds to the growing body of placement related literature.  
“Blended Placement: A Balancing Act”
Get PDFThe COVID-19 pandemic exacerbated healthcare practice education placement shortages. In Ireland, four occupational therapy programmes developed the blended onsite/offsite practice education placement model to increase placement capacity. Offsite learning included projects, supervision and telehealth, while clinical contact was prioritised when onsite. The aim of this study was to investigate the experiences of practice educators (PEs) who had supervised students using this model. The study used a qualitative interpretive methodology. PEs with experience of supervising a blended placement took part in semi-structured interviews. Reflexive thematic analysis was used to explore themes in the data. PEs felt the model benefitted students’ self-directed learning and independence. The study found that PEs valued the time apart from the student to be able to manage their own workload. Some were concerned about reduced clinical contact and operational challenges. Overall PEs were positive about the model’s use beyond COVID-19. Participants in this study value ongoing use of the blended onsite/offsite placement model. The flexibility of the model for the practice educator is key to its sustainability. Information gathered in this study facilitated the development of a Blended Onsite/Offsite Model (BOOM) Planning Tool, applicable to other health and social care professions. There is a need to promote this model as part of a wider strategy to address placement capacity challenges