Coventry University: E-Journals
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Nurturing and Complexity – Threshold Concepts in Geriatric Medicine
Get PDFOlder adults make up the largest proportion of patients in UK hospitals. This will increase further over the next twenty years. To manage unwell older adults requires specific skills – yet many are looked after by non-specialists (be they doctors, nursing staff or therapists). Threshold Concepts (TCs) represent a means of examining the changes which take place in doctors in becoming ‘a geriatrician’, and thus may identify the key concepts to focus education on about the care of older patients. This article presents a qualitative study of trainers (consultants, the educational supervisors of junior doctors) and trainees (the junior doctors themselves). Twelve semi-structured interviews were analysed using a concept mapping technique in combination with a traditional qualitative analysis to identify TCs, which were then explored in more detail with a structured questionnaire delivered to trainees. The study shows that whilst there are a number of troublesome areas in geriatric medicine training, two concepts stood out as TCs. Appreciation of the ‘complexity of medical care’ of older patients and what that entails, and a new concept of ‘nurturing-care’ (focused on the wider care issues for the patient) – are proposed as TCs in geriatric medicine. Both have large degrees of tacit knowledge, and rely on a networked model of thinking. Identification of these TCs in geriatric medicine can allow a focused analysis of postgraduate medical curriculums to ensure they are covered by doctors of all grades to improve the standard of care of older patients in the UK health service
Embedding Writing Support Within a Psychology Academic Skills Module: A Case Study
Get PDFA Psychology academic skills module and challenges in its delivery are outlined. Adaptations described include embedding specialist support for the teaching of academic writing and linking content to assessments and careers. Increased student satisfaction and qualitative feedback indicated that changes were beneficial. The need for further evaluation is discussed
Review of Naming What We Know. Threshold Concepts of Writing Studies (Classroom Edition). Edited by Linda Adler-Kassner and Elizabeth Wardle (2016). Logan: Utah State University Press.
No full textThis is a review of the book Naming What We Know. Threshold Concepts of Writing Students (Classroom Edition) by Linda Adler-Kassner and Elizabeth Wardle (Utah State University Press, 2016)
Editorial: Methodologies, Methods and Processes for Teaching and Assessing Academic Writing
Get PDFEditorial, volume 8 issue 1
Threshold Concepts in Radiation Physics Underpinning Professional Practice in Radiation Therapy
Get PDFThis article identifies potential threshold concepts in radiation physics, and explains their relationship to professional practice in radiation therapy (that is,. the practice of radiation treatment and care of cancer patients). Concepts such as how the radiation beam spreads out (beam divergence), and how the distance from the ionising source affects the beam (inverse-square law), can be challenging for students entering higher education and experiencing their first clinical placements. Through observations of radiation therapy students in practice, mastery of these (and other concepts) appears essential for them to progress in their professional practice learning. The study used ‘transactional curriculum inquiry’ (Cousin 2009) in order to understand why particular concepts might be troublesome to students, and how mastery of these concepts could potentially lead to safe and accurate practice. While the study was conducted in a particular Bachelor of Science in Radiation Therapy programme, it has implications for how academic and clinical educators in other contexts might facilitate students’ acquisition of the threshold concepts that underpin professional practice. The findings suggest that the typical progression in professional education that assumes the application of theoretical concepts to practice, might not be the best way to acquire the threshold concepts that lead to transformed practice
A Pilot Investigation of Occupational Therapy Students’ Perceptions of Their Impact on Services to Older Adults
Get PDFPractice education is an integral component of occupational therapy curricula to ensure graduates are competent in delivering effective and efficient services to their clients. This study aimed to understand occupational therapy students’ perceptions of the impact of student-delivered services for clients aged over 65 years. A case study design directed at in-depth exploration of undergraduate occupational therapy student experiences of working with older adults was employed. Semi-structured interviews were conducted with eight final-year students at an Australian university during 2015. Data were analysed using thematic analysis. The key finding was that students generally believed they contributed positively to aspects of client-services during placements. Students reported on the development of competence during placement and the positive impact they had on services for older adults. The study highlighted the unique intergenerational relationship students had with older adults during their therapeutic encounters. However, very few participants recognised the importance and complexity of providing holistic services to older adults. Conclusion: There is potential to improve services for older adults by offering a greater number of placement opportunities involving students in direct client services. If occupational therapy students are better prepared, supported, and informed of the complexities associated with working with older adults, direct client-services rendered by students could potentially be enhanced. This will require ongoing collaboration between occupational therapy workforce, placement sites, and universities to align occupational therapy curricula with healthcare needs
Exploring the Development of Writerly Identity Through the Use of Blogging
Get PDFThis paper discusses implementation of blog writing as a formative assessment within a final year undergraduate module. Drawing on students’ perceptions and experiences, it proposes that blogging offers a more inclusive writing genre for Higher Education than traditional forms of academic scholarship
Editorial: Selected Papers from the 9th Conference of the European Association for the Teaching of Academic Writing, Royal Holloway, University of London, UK, June 2017
Get PDFUsing Peer Review with Greek EFL College Students
Get PDFPeer review fosters student critical thinking and self-evaluation (Wood and Kurzel 2008). Numerous studies show that peer review is effective in improving student writing (Althauser and Darnall 2001, Bean 2011), and that it benefits the students receiving as well as those giving the feedback (van den Berg, Admiraal and Pilot 2006). However, these issues have not been greatly researched in Greece. Greek culture bestows great authority to the teacher and students are not accustomed to peer feedback.I have embarked on a small-scale, exploratory, classroom-based study conducted at Deree - The American College of Greece where English is the medium of instruction. Data include first and revised drafts of three academic writing assignments, written peer comments, and learner reflections on the peer reviewing experience. To further explore student attitudes toward peer review, I also administered an online questionnaire. Initial quantitative and qualitative analyses reveal (a) in general student reviewers and reviewees alike accept peer review as an appropriate pedagogical activity; (b) students revise their writing taking into account peer feedback and (c) as reviewers, students were not more critical in giving feedback when doing peer review anonymously. Preliminary results are interpreted with an understanding of the limitations of the ongoing study