There is increasing value being placed on engaging and empowering first year students and first year curriculum design is a key driver and opportunity to ensure early enculturation into successful learning at university. This paper summarises the literature on first year curriculum design linked to student engagement and empowerment. We present conceptualizations of 'curriculum' and examples from first year curriculum design. We also note the limited literature where students have been involved in designing first year curricula. The results of the literature review suggest that key characteristics of engaging first year curricula include active learning, timely feedback, relevance and challenge. The literature also points to the importance of identifying students' abilities on entry to university as well as being clear about desired graduate attributes and developmental goals. Acknowledging realities and constraints, we present a framework for the first year curriculum design process based on the literature.
Reflective practice is promoted in the health care professions as a developmental process leading to competent and effective practice, although the link between reflection and enhancement of physiotherapy practice remains speculative and conjectural. This article provides evidence that reflection can influence developing practice based on the evaluation of a reflective framework for students on clinical placement. The evaluation explored, in depth, students' experiences and perceptions of its benefits and limitations. Thematic analysis of response data from five focus groups (n = 43) representing three student cohorts resolved significant outcomes-related themes: personal insight, linking reflection to the physiotherapy process, and learning and personal change. Process-related themes focused on strengths and weaknesses of the framework and associated issues. Evidence supports the effectiveness of the framework in facilitating reflection and in linking reflection to higher order cognitive processes such as gaining new insights and understandings, facilitation of systematic enquiry, problem solving, and decision making. Feedback from students indicated that the experience was meaningful and valuable in preparation for practice because they were guided to question themselves and could see the relevance and value of that for their practice. We recommend that educators consider this approach to facilitating reflection in physiotherapy undergraduate education.
Emergent research indicates that electronic portfolios (ePortfolios) can have a positive impact on the learning experience, but there are significant challenges-pedagogical and technological-which may limit their effectiveness. This paper contributes to research by providing further evidence about such challenges from the tutor perspective and offers suggestions about how institutions may address these issues. The paper draws upon 23 semistructured interviews conducted with tutors in a range of subject areas, from Scottish further and higher education. Tutors were positive about the role that ePortfolios could play in the learning environment to encourage personal development and a more reflective approach to studies, assist student transition and, in some cases, support assessment. Concerns were raised, however, relating to moving paper-based assessed portfolios online, the legal issues of implementing an ePortfolio and the technical robustness and flexibility of systems. Barriers were identified regarding tutors' lack of understanding about personal development and reflection, and their role in the academic environment, initiative fatigue and lack of access to information technology. It was felt that these could be overcome, especially with long-term institutional commitment, significant staff development and the creation of tutor support networks. These findings should assist academics, staff developers and managers to implement an effective institutional ePortfolio solution.
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