Coventry University: E-Journals
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Review of Writing Centres in Higher Education: Working in and across the disciplines
Get PDFThis is a review of Writing Centres in Higher Education: Working in and across the disciplines, edited by Sherran Clarence and Laura Dison
Reflection on Professionalism: Retrospective Review of Health Professional Student Reflections
Get PDFProfessionalism is one of the core competencies for occupational and physical therapists. However, difficulty in providing clear definitions of core professional values and behaviours makes professionalism a complex concept to teach. Most proposed frameworks for defining the concept are theoretical or have focused on the academics’ and clinicians’ perspectives; evidence from students’ experiences is lacking. The purpose of this study was to develop a framework to define the concept of professionalism from occupational therapy (OT) and physical therapy (PT) students’ perspectives through analysis of their reflections. The study was a retrospective content analysis of OT and PT students’ reflections completed during clinical placements from 2014-2015 academic years. Sixty students (30 PT and 30 OT) were randomly sampled and one anonymized reflection of each of these students was selected. The qualitative content analysis was initiated by applying a deductive approach using previously presented frameworks to define professionalism. Four themes emerged which resulted in a new framework to define professionalism from students’ perspectives. The emergent themes included the effect of context, the relational dimension, personal dimension, and societal dimension. Students considered context an overarching factor influencing all dimensions of professionalism. Although their perceptions of professionalism were comparable to other presented frameworks, they primarily focused on the relational and personal dimensions of professionalism. The results of this study indicate that OT and PT students consider professionalism as a multi-dimensional and context-specific concept. Despite understanding contextual barriers, at this stage of their professional identity development, students tried to adhere to ethics, and professional values and responsibilities. 
Front Matter
Get PDFYear: 2021, Volume: 9, Number: 1
International Journal of Practice-based Learning in Health and Social Care
Website: https://publications.coventry.ac.uk/index.php/pblh/
Published by Coventry University, Coventry, CV1 5FB, UK
ISSN 2051-622
Integrating Formative Assessment with Foreign Language (English) Process Writing Instruction: Lessons from Two College Writing and Reading Classes in Germany
Get PDFTimed single-draft essays as summative assessment tasks have been argued to be inadequate for both teaching and assessing writing in the context of process writing. This is because single draft essays assess product rather than process. To address this concern, the authors developed, implemented, and evaluated two FL (foreign language) English writing courses that integrate various formative assessment activities for teaching writing. The course-embedded evaluation methodology included three techniques: pre-testing, collecting teacher-student conference reports, and administering a student opinion survey at the end of the semester. Pre-testing and collecting conference reports were both used as techniques for simultaneous teaching and inquiry into this teaching. The student opinion survey evaluated the course design grounded in the new teaching methodology. The findings of the study indicate that consistent use of formative assessment in the English as a Foreign Language (EFL) writing class increases student confidence and motivation to develop their writing skills. Results demonstrate that academic (C1 level) and college (B2 level) writing courses that integrate formative assessment into teaching process writing can be a valuable addition to an array of FL (English) language courses offered by the departments of foreign languages at European universities
Who defines the impact of research? A patient-centred opinion and call for action.
Get PDFResearch funders wish to see meaningful impact of the work they fund. Methodologies have been produced over several years that help explain research impact. However, for health and related research impact, we believe we need to be more guided by the patients the research was undertaken for. We believe facilitated consultation and targeted patient reported impact measures would give research evaluators a better understanding of impact from the patient perspective
The Relationship between Comfort with Writing and Comfort Working with Numbers in STEM
Get PDFInformed by writer-identity theory explaining links between emotion and identity, this study explores college STEM students’ feelings of comfort pertaining to math literacy, quantitative literacy, writing in STEM, and writing in general. Survey data from STEM majors (N = 134) was analyzed with Spearman rho tests of association. Results indicated that feelings of comfort working with numbers was significantly associated with comfort writing about numbers (rs = .504, p < .001); comfort writing about numbers was significantly associated with comfort writing in STEM (rs = .265, p = .002); and comfort writing in STEM was significantly associated with comfort writing in general (rs = .558, p < .001). This study suggests links between positive emotional experiences, which are implicated in identity performances, of quantitative writing, disciplinary writing, and writing in general. Future research on emotional experience and writer identity across the curriculum and in the disciplines is called for
