Coventry University: E-Journals
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Reflections on a Collaborative, Cross-University National Call for Speech and Language Therapy Placements during the COVID-19 Pandemic
Get PDFRapid Implementation of a Novel Embedded Senior Medical Student Program, as a Response to the Educational Challenges of COVID-19
Get PDFAs with many OECD countries, graduating medical students have been choosing specialist careers at a greater rate than ever before. Generalism in the form of family (general practice) and more generalist medical specialties have been trending down resulting in distributional geographic challenges. With the advent of COVID-19 in March 2020, medical schools and in particular the Joint Medical Program situated in a regional and rural area in NSW Australia had the unique opportunity to rethink the penultimate year curriculum when the previous rapid rotation model through numerous medical specialities became untenable. The need to vision a new practical pragmatic curriculum spurred a rapid revaluation of assessment, placement length and model with a pivot to an “embedded senior student placement” agnostic of discipline and supported by a competency-based learning portfolio. This article explores the barriers and enablers and identifies the potential elements of this type of placement which can be adapted to community and smaller rural sites. The positive student and supervisor experience also enabled an employment model to be woven into the students learning and ensured on hand medical student workforce for hospitals throughout the rural footprint. The capacity of these placements to celebrate variation in experience and support students to learn on the job have now caused a revision of the penultimate year with expectation of gains in students’ satisfaction and in employability. It has also opened up options to deliver and increase the inherent value of generalist placements with likely long term workforce benefit
Writing Groups as Dialogic Spaces: Negotiating Multiple Normative Perspectives
Get PDFFacilitating sustained dialogic engagement in writing groups to support postgraduates’ research-based writing can be challenging. So far there is little research on dialogic strategies in such groups. Studies of tutor-student talk around texts highlight that different dialogic strategies can invite or exclude contributions. This article investigates how writing group participants negotiate different perspectives on academic writing practices in a multidisciplinary writing group. The study analyses six recorded meetings of multilingual master’s students writing in English at a Swedish university. It identifies dialogue patterns with diverging or converging perspectives, where students refer to a range of universal or discipline-specific norms. Reference to a generic yet unspecific norm creates a space for sharing diverging perspectives while reflecting on ones’ own writing. Applying perceived universal norms to others’ texts can close down dialogue. Awareness of dialogue patterns can help facilitators to decide when to step back and when to step in as moderators
Management of pregnant women and primary carers of young children through the criminal justice system in England and Wales
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Inter-Disciplinary Student Work Placements within a Care Home Setting: Improving Student Employability and Developing Social Connections – A Qualitative Evaluation
Get PDFThis article reports on the development, implementation and evaluation of a project to develop students’ employability skills by involving them in work experience within a care home. The aims of this project were (1) to describe how employability skills developed during the work experience (including knowledge and values relevant to the health and social care sector) and (2) to promote social engagement for residents living within the care home. In this descriptive qualitative study, 12 students from various disciplines across social science courses volunteered to participate following an advert to all students. Alongside three key care home staff, these students participated in two information sessions prior to involving residents in individual and group activities commencing in the following week. Qualitative, semi-structured, written evaluations were collected from the students and care home staff at three time points: immediately after the information sessions, immediately following volunteering sessions and at the end of the project, five months after the project commenced. Evaluations were analysed thematically using the principles of Braun and Clarke (2006) with the identified themes demonstrating students had developed skills, knowledge and understanding in the context of caring for older adults through their planning and implementation of activities, engaging and communicating with the residents, and working alongside care home staff. They reported benefiting from working as a team and commented on their perceived benefits to the residents. Students were able to build transferable skills which they felt would benefit them in future employment. Their participation resulted in a greater understanding of caring for older adults which students stated they can apply both in their working and social lives. The project provided an opportunity for peer education and experience of inter-disciplinary teamwork. The perceived benefits to residents included a positive impact on social engagement, communication and well-being
Rising to the Challenge of COVID-19: Pivoting to Online and Project-Based Physiotherapy Student Placements in Contemporary Professional Settings
Get PDFOnline and project-based student placements in sport and corporate settings were incorporated within the Macquarie University Doctor of Physiotherapy following the restriction of face-to-face delivery during the COVID-19 pandemic. This study explores student and educator perceptions of these placements, and analyses student performance results to provide future recommendations. The mixed-methods design included a student survey, semi-structured educator interviews and quantitative analysis of student assessment performance comparing 2020 to 2018/2019 cohorts. Quantitative survey data were described, with proportional differences between groups analysed. Open-ended survey responses and interview transcripts were thematically analysed, and integration of all results was performed. Themes derived from 24 student surveys highlighted that the learning experiences and skills required for online and project-based placements were varied and valuable. Analysis of 176 students’ performance showed differences between performance and applicability of assessment items in 2020 placements in comparison to previous years, although all students met performance requirements. Analysis of eight educator interviews identified that online and project-based placements changed experiences for all stakeholders and highlighted the need for enhanced educator and student communication and organisation for the placement to be successful. Online and project-based placements were considered a better reflection of contemporary work practices, producing valuable deliverables to the business. Three final integrated themes were identified regarding online and project-based elements of placements: learning experiences of students differed, skills for students and educators differed, and placements were representative of real-world work. A hybrid approach that incorporates both online and onsite placement time and includes a project-based component is recommended for future placements. Project-based and online elements provide genuine and valuable learning opportunities for physiotherapy students in preparation for real-world work
