Exploring representation (EDI) in Students as Partners (SaP) initiatives: a case study of equity, diversity and inclusion in the Students as Partners Program (SaPP) at Carleton University

Steckley, Marylynn; Fortin, Evelyn; Minic, Alexandra

doi:10.1080/13603116.2022.2104944

Cited by 2 publications

(1 citation statement)

References 37 publications

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“…SaP initiatives have been gaining traction over the past few years, with most educators who engage in such an approach praising the focus on collaboration, reciprocal and equitable learning (Steckley et al, 2022). It must also be acknowledged that student cohorts in higher education are becoming increasingly diverse and approaches to engaging students must evolve to understand, embrace, and meet the needs of the entire student cohort (Mercer-Mapstone & Bovill, 2019).…”

Section: Designing Pilot Program: Our Approachmentioning

confidence: 99%

More Career Development Learning for Neurodivergent Tertiary Education Students: A Case Study

Coffey,

Lovegrove

2023

JTLGE

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All adults, regardless of neurodivergent condition, should have the opportunity to engage in meaningful and sustainable work. However, there are a range of unique barriers facing those with neurodivergent conditions which are critical to understand to successfully facilitate the career development learning (CDL) strategies that will enable job market entry and success. In this paper, we will discuss a pilot CDL program, founded on the principles of social constructivism and Students as Partners (SaP), which was developed to provide neurodivergent tertiary students with the necessary skills and information to establish meaningful careers and employment options. Through our study, findings underscored the anxiety many neurodivergent students experience around career development and the need for specialised support to build confidence. Significantly, the most impactful outcomes from the program were the ability for neurodivergent students to hear authentic and relatable stories from their peers. The opportunity to discuss both successes and obstacles through the lens of neurodiversity was a powerful mechanism within which to build a learning environment as well as a sustainable community of practice. The experiences in both designing and conducting the Students as Partners driven CDL workshops for tertiary neurodivergent students adds significant value to the existing body of literature in not only how we define and label disability but also how employability is interpreted, both from academic and industry perspectives. The observations and findings of such an approach also challenge the existing narrative embodied in many university graduate capability programs for a changing future of work landscape.

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Section: Designing Pilot Program: Our Approachmentioning

confidence: 99%

More Career Development Learning for Neurodivergent Tertiary Education Students: A Case Study

Coffey,

Lovegrove

2023

JTLGE

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The need for digital health education among next-generation health workers in China: a cross-sectional survey on digital health education

Ma,

Li,

Gao

et al. 2023

BMC Med Educ

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Background Digital health is important for sustainable health systems and universal health coverage. Since the outbreak of COVID-19, many countries, including China, have promoted the introduction of digital health in their medical services. Developing the next generation of physicians with digital health knowledge and skills is a prerequisite for maximizing the potential of digital health. Objective We aimed to understand the perception of digital health among Chinese medical students, the current implementation of digital health education in China, and the urgent need of medical students. Methods Our cross-sectional survey was conducted online and anonymously among current medical students in China. We used descriptive statistical analysis to examine participant demographic characteristics and the demand for digital health education. Additional analysis was conducted by grouping responses by current participation in a digital health course. Results A total of 2122 valid responses were received from 467 medical schools. Most medical students had positive expectations that digital health will change the future of medicine. Compared with wearable devices (85.53%), telemedicine (84.16%), and medical big data (86.38%), fewer respondents believed in the benefits of clinical decision support systems (CDSS) (63.81%). Most respondents said they urgently needed digital health knowledge and skills, and the teaching method of practical training and internship (78.02%) was more popular than the traditional lecture (10.54%). However, only 41.45% wanted to learn about the ethical and legal issues surrounding digital health. Conclusions Our study shows that the current needs of Chinese medical students for digital health education remain unmet. A national initiative on digital health education, is necessary and attention should be paid to digital health equity and education globally, focusing on CDSS and artificial intelligence. Ethics knowledge must also be included in medical curriculum. Students as Partners (SAP) is a promising approach for designing digital health courses.

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Exploring representation (EDI) in Students as Partners (SaP) initiatives: a case study of equity, diversity and inclusion in the Students as Partners Program (SaPP) at Carleton University

Cited by 2 publications

References 37 publications

More Career Development Learning for Neurodivergent Tertiary Education Students: A Case Study

More Career Development Learning for Neurodivergent Tertiary Education Students: A Case Study

The need for digital health education among next-generation health workers in China: a cross-sectional survey on digital health education

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