This paper considers the pathway to changing institutional approaches to learning development, in particular the introduction of integrated learning development. A piecemeal, fragmented approach is described in relation to a whole institution approach. The role of academic development and links to learning development are considered. One initiative within the overall project is explained in detail to give a flavour of the project and to explain the role of individual initiatives in creating opportunities for learning development and in contributing to a process of change.
Purpose of the article Cross border partnerships require curricula, faculty and students to negotiate challenges associated with national regulatory frameworks, contexts and cultures. This study investigated student attitude and behaviours when encountering learning about health services in host and home students in the context of problem based learning. Materials and Methods First year graduate entry students' health systems interest and exposure and their perceptions of the dynamics of learning in PBL were investigated via a questionnaire comprising open and closed questions. Results and Conclusions Results showed a difference between home and host students in the ways they learned about home health systems and their attitudes to the value of learning about home and international health systems. There was no difference in the quantity of health service related learning objectives generated. Both groups reported noticing differences between the PBL cases and clinical practice, however, perceptions of the reasons for the differences varied between home and host students. We are interested in the way in which this perception of difference was reported as either a stimulus or a barrier to learning.
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