Immersive Policy Learning: An Interactive Course Experiment

Kelley, Tanya M.; Johnston, Erik

doi:10.1080/15236803.2016.12002232

Cited by 5 publications

(4 citation statements)

References 6 publications

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“…When it comes to curiosity through participating in and contributing to the policy process, Kelley and Johnston (2016) designed a project to illustrate empathy in public affairs courses. The authors create arbitrary policies for the class to illustrate to students how US legal, economic, and social systems are unfair and frustrating.…”

Section: Curiosity In the Curricula Of Public Administration Programsmentioning

confidence: 99%

Teaching curiosity in public affairs programs

Hatcher

2019

Teaching Public Administration

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Through practicing curiosity by asking questions in the hopes of seeking answers, public administrators may practice empathy, build knowledge about how the world works, and in doing so, dispel ignorance in public agencies. By valuing curiosity, or dispelling ignorance about how the world works, public administrators may help create bureaucracies that are effective, democratic, and trustworthy. Thus, curiosity is a concept that can help public administrators improve the delivery of public services and better serve their communities. However, public affairs curriculum rarely addresses the topic. This article discusses the importance of curiosity in public administration, examines how public affairs programs can teach the concept, and concludes with advice on incorporating the exercises teaching curiosity in the public administration classroom.

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Section: Curiosity In the Curricula Of Public Administration Programsmentioning

confidence: 99%

Teaching curiosity in public affairs programs

Hatcher

2019

Teaching Public Administration

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“…Simulation assignments in which a student or team of students solve a proxy for an actual problem are, as Hess (1999) notes, an effective method for sparking interest among disaffected learners. Like many forms of active (or experiential) learning, simulations facilitate better student outcomes compared to less interactive pedagogical methods (Frederking, 2005; Kelley and Johnston, 2016; Merritt and Kelley, 2018; Silvia, 2012). Simulations are often used in public finance (e.g., Jolley and Klatt, 2018; Mallinson, 2018) and are acutely effective for teaching budgeting (e.g., Taylor, 2011; Wakelee and Itkonen, 2013; Wallin, 2005).…”

Section: Guiding Principles For Course Revisionmentioning

confidence: 99%

Teaching public financial management: An integrated approach to a critical subject

Thom

2018

Teaching Public Administration

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This article presents an integrated approach to teaching a graduate-level public financial management course. It stresses the importance of fundamental budgeting proficiencies (e.g., cost allocation; forecasting; operating within constraints; and using Microsoft Excel) and additional skills that tend to receive less attention in financial management courses (e.g., cost–benefit analysis and analyzing audited financial reports). It also links financial management with broader issues in public administration (e.g., accountability and civic engagement). The course design makes use of both case studies and interactive simulation assignments. Anecdotal and empirical evidence suggest this approach is well-received by students. The article includes several options for modifying the course to fit diverse programmatic needs.

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“…Research evidences the impact of these novel learning interventions across different age groups and disciplines. In primary schools to reduce bullying ( Sapouna et al, 2010 ); in Universities to promote social empathy ( Nickols and Nielsen, 2011 ), policy learnings ( Kelley and Johnston, 2016 ) and global citizenship ‘REAL LIVES’ ( Bachen et al, 2012 ) and in workplace settings to enhance customer engagement skills ( Saini et al, 2017 ). Immersive learning is also an established and popular tool in healthcare.…”

Section: Introductionmentioning

confidence: 99%

Walking in a Patient’s Shoes: An Evaluation Study of Immersive Learning Using a Digital Training Intervention

Halton

Cartwright

2018

Front. Psychol.

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Objectives: Evidence suggests that immersive learning increases empathy and understanding of the patient experience of illness. This study evaluated a digital training intervention ‘In Their Shoes’ which immerses participants in the experience of living with inflammatory bowel disease (IBD), highlighting the biopsychosocial impact. The simulation program uses a mobile application to deliver time-based tasks and challenges over 36 h, supplemented with telephone role-play and ‘kit’ items to open and use. This study investigated changes in IBD understanding and connection to patients, empathy and perception of job value in a group of pharmaceutical employees. Additionally, it explored experiences and impact of taking part in the intervention.Methods: A mixed methods pre–post design was utilized, with an opportunity sample of employees taking part in the training. 104 participants from sites in 12 countries completed measures at baseline and 97 post-intervention. Measures included the Toronto Empathy Questionnaire, Prosocial Job Characteristics Scale, and structured questions around IBD understanding and connection to patients. Two focus groups (N = 14) were conducted regarding participants experiences of the intervention to complement an open-response question in the questionnaire (N = 75). Qualitative data was analyzed using thematic analysis.Results: Following the intervention, there were statistically significant increases in IBD understanding and connection to patients (p < 0.00025), evaluation of organizational innovation (p < 0.00025), empathy (d = 0.45) and prosocial job perceptions (d = 0.28). Qualitative analysis revealed more fully the transformative personal journey undertaken by participants which provided ‘eye opening’ insight into the psychosocial impact of living and working with IBD. This insight encouraged patient perspective-taking and a strong desire to promote patient advocacy and reduce stigma around chronic illness. Finally, greater organizational pride and connectivity was evident for some participants.Conclusions: An immersive training program, focussing on the lived experience of illness, led to significant increases in disease understanding and empathy. These findings align with other literature evaluating immersive learning and the potential for increasing knowledge, empathy and motivation. The present study offers opportunities to extend this outside of the body of work focussing on healthcare practitioners and explores the benefits of using this type of learning experience within an organizational setting.

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Immersive Policy Learning: An Interactive Course Experiment

Cited by 5 publications

References 6 publications

Teaching curiosity in public affairs programs

Teaching curiosity in public affairs programs

Teaching public financial management: An integrated approach to a critical subject

Walking in a Patient’s Shoes: An Evaluation Study of Immersive Learning Using a Digital Training Intervention

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