Exploring first-year student pharmacists' expectations in the classroom

Ford, Channing R.

doi:10.1016/j.cptl.2020.01.033

Cited by 5 publications

(13 citation statements)

References 6 publications

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“…Results of the study indicate various characteristics that first-time Chinese online students believe the instructor should have in fully online courses, such as being knowledgeable about the subject, being professional, respecting and understanding students, being a good listener, being enthusiastic about teaching, being humble, and being humorous, being prepared for classes, and having realistic expectations for students. Echoing previous studies (Ford, 2020;Johnson & LaBelle, 2017;Perera et al, 2020), these findings show that first-time Chinese online learners share several common expectations for their instructor, including being an expert on the subject, setting realistic expectations, being respectful, being enthusiastic about teaching/topic, understanding, and being prepared. Promoting critical thinking and online discussion as well as providing constructive feedback are also highlighted by Chinese students new to online learning.…”

Section: Discussionsupporting

confidence: 75%

Section: Characteristics Of a Good Instructormentioning

confidence: 99%

“…Generally, scholars identify various significant characteristics of a good instructor, such as being approachable (Ford, 2020;Millares, 2019;Johnson & LaBelle, 2017), confident (Ford, 2020;), authoritative (Raufelder et al, 2016), creative, and interesting (Badrolhisam et al, 2019;Heo et al, 2020;Perera et al, 2020). Other characteristics include encouraging and caring for students (Ford, 2020;Johnson & LaBelle, 2017), being an effective communicator (Said, 2018), appearing to be enthusiastic about teaching (Trammell et al,2016), remaining flexible and openminded (Perera et al, 2020), and acting as a good listener (Perera et al, 2020). In terms of being an excellent online instructor, one major characteristic is the ability to provide multiple ways for students to learn (Keetch, 2014;Tonsing-Meyer, 2012), including using technology tools (e.g., videos) and engaging students with different learning styles in much the same way as would occur in a face-to-face classroom (Keetch, 2014;Tonsing-Meyer, 2012).…”

Section: Characteristics Of a Good Instructormentioning

confidence: 99%

“…Scholars used the Teaching Behaviors Checklist (Buskist et al, 2002) to specifically investigated the expected instructors' behaviors. Ford (2020) examined the excellent teaching qualities that 204 first-year student pharmacists expected their instructor to have. Among the 28 qualities listed in the checklist, the top 10 excellent teaching qualities are 1) approachable/personable, 2) knowledgeable about subject matter, 3) effective communicator, 4) set realistic expectations, 5) respectful, accessible, 6) enthusiastic about teaching/topic, 7) understanding, 8) encourages/cares for students, 9) confident, and 10) prepared.…”

Section: Students' Expectations Of the Instructormentioning

confidence: 99%

“…Most previous studies investigating students' perceptions of instructors focused on faceto-face class environments (e.g., Ford, 2020;Heo et al, 2020;Johnson & LaBelle, 2017;Millares, 2019;Perera et al, 2020) or involved students without looking at whether they were first-time online learners (e.g., Kara & Can, 2019;Trammell et al, 2016;Welch et al, 2015). There is a general dearth of knowledge regarding first-time online students' expectations of their online instructor.…”

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confidence: 99%

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First-Time Chinese Online Students’ Expectations of Their Instructors in Fully Online Learning Environments

Lin

2022

OLJ

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The global COVID-19 lockdowns caused universities to shift from face-to-face instruction to online. Since online teaching was used as a supplement to the traditional in-person instruction before the pandemic in China, Chinese college students were forced to learn in fully online learning (FOL) environments with very little preparation. These first-time online students faced challenges that significantly impacted their confidence and ability to succeed as online learners. Fortunately, the instructor can play a crucial role in conducting early interventions to reduce students’ online learning anxiety but understanding these students’ expectations of their online instructor is necessary for using appropriate teaching strategies. As a result, this study investigates 439 first-time Chinese online students’ expectations of their instructor in FOL environments during the emergent transition. Results indicate that several characteristics are highly expected by new online Chinese learners, such as being familiar with technology, being knowledgeable about the subject, and respecting other students. This study is expected to point Chinese universities and others toward best practices in preparing their faculty members for online course instruction, thus further enhancing first-time online students’ learning experiences.

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Section: Discussionsupporting

confidence: 75%

Section: Characteristics Of a Good Instructormentioning

confidence: 99%

Section: Characteristics Of a Good Instructormentioning

confidence: 99%

Section: Students' Expectations Of the Instructormentioning

confidence: 99%

mentioning

confidence: 99%

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First-Time Chinese Online Students’ Expectations of Their Instructors in Fully Online Learning Environments

Lin

2022

OLJ

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Applying simulation learning theory to identify instructional strategies for Generation Z emergency medicine residency education

Hrdy,

Tarver,

Lei

et al. 2024

AEM Education and Training

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IntroductionGeneration Z learners are entering emergency medicine (EM) residency training, bringing unique learning preferences that influence their engagement with residency education. To optimally teach and motivate this incoming generation of learners, EM educators must understand and adapt to the changing instructional landscape.MethodologyThe Simulation Leaders Advancing the Next Generation in Emergency Medicine (SLANG‐EM) Workgroup was created to identify effective educational strategies for Generation Z learners entering EM. Members were faculty in the Society for Academic Emergency Medicine (SAEM) Simulation Academy, well versed in learning theory supporting simulation‐based education (SBE) and actively involved in EM residency education.Unique treatment/analysisThrough primary and secondary literature searches, the SLANG‐EM Workgroup identified four distinctive learning preferences of Generation Z learners: (1) individualized and self‐paced learning, (2) engaging and visual learning environments, (3) immediate and actionable feedback, and (4) combined personal and academic support. Workgroup members evaluated these learning preferences using a novel conceptual framework informed by the theoretical principles underpinning SBE, recommending instructional strategies for Generation Z EM residency learners across multiple educational environments.Implications for educatorsInstructional strategies were described for the didactic, simulation, and clinical learning environments. In the didactic environment, identified instructional strategies included meaningful asynchronous education, interactive small‐group learning, and improved multimedia design. In the simulation environment, educational innovations particularly suitable for Generation Z learners included learner‐centered debriefing, rapid‐cycle deliberate practice, and virtual simulation. In the clinical environment, described instructional strategies involved setting learner‐centered goals and delivering facilitative feedback in the context of an educational alliance. Overall, these instructional strategies were clustered around themes of student‐centered education and the educator as facilitator, which align well with Generation Z learning preferences. These findings were synthesized and presented as an advanced workshop, “Delivering Effective Education to the Next Generation,” at the 2023 SAEM Annual Meeting.

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Generational situatedness: Challenging generational stereotypes in health professions education

Bracken

Fredrickson

et al. 2022

Medical Teacher

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Exploring first-year student pharmacists' expectations in the classroom

Cited by 5 publications

References 6 publications

First-Time Chinese Online Students’ Expectations of Their Instructors in Fully Online Learning Environments

First-Time Chinese Online Students’ Expectations of Their Instructors in Fully Online Learning Environments

Applying simulation learning theory to identify instructional strategies for Generation Z emergency medicine residency education

Generational situatedness: Challenging generational stereotypes in health professions education

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