Implementation and evaluation of activities to foster a sense of community among pharmacy students

Cochran, Kelly A.; Ottis, Erica J.; Aistrope, Daniel S.; Garavalia, Linda; Graham, Maqual R.

doi:10.1016/j.cptl.2016.02.008

Cited by 3 publications

(2 citation statements)

References 11 publications

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“…These sentiments are shaped by engaging in OCOPs with shared interests and goals (Abedin et al, 2010). Also, adults' efforts to build a sense of community are essential to ensuring a significant improvement in online communities (Cochran et al, 2016). Abedin et al (2010) defined sense of community in opposition to a sense of isolation, claiming that awareness of others and sense of cohesion are two underlying dimensions when talking about sense of community in online environments.…”

Section: Environmental Factorsmentioning

confidence: 99%

A Framework of Environmental, Personal, and Behavioral Factors of Adult Learning in Online Communities of Practice

2023

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Adult learning is a complex phenomenon that takes place over an adult’s lifetime and is not limited to a particular age. It includes a set of activities to enhance life through improving skills, knowledge and capabilities. The foundational theories of adult learning, such as andragogy theory, place the individual adult centre stage and differentiate adult learning from formal learning. They also shift the focus from the individuals to the environment in which adult learning takes place. In line with this movement, online communities of practice (OCOPs) have evolved from being considered as online environments for learning to specialised forums that allow practitioners to collaborate around a project of mutual interest. The principles of adult learning are directly applicable to engagement in OCOPs because they include practical methods founded on the belief that adults are self-directed, autonomous learners and that learning is most effective when the environment plays the role of a facilitator, rather than being just a supportive and traditional setting for learning. However, how individual adults engage in OCOPs and benefit from them is not well understood. This paper draws on social cognitive theory to examine: how environmental, personal and behavioural factors shape engagement in OCOPs. To answer this question, twenty-one interviews were conducted with members of GitHub, a large online community of practice for IT professionals. The findings revealed that adults’ engagement in OCOPs involves project-based activities on mutual interests and willingness to help others. The findings also show that engaging in online communities does not only satisfy intrinsic, well-defined, expected outcomes and shape adults’ engagement, but also has an impact on adults’ lifelong learning achievements, such as professional experience and credit recognition. Based on these findings, a revised framework for adults’ engagement in OCOPs is presented and discussed.

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Section: Environmental Factorsmentioning

confidence: 99%

A Framework of Environmental, Personal, and Behavioral Factors of Adult Learning in Online Communities of Practice

2023

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“…These features lend themselves well to classroom icebreaker activities intended to facilitate the acclimation of new students. Opening activities, as part of student orientation programs, are known to instill familiarity, community, and collaboration among students (3,4), and the inclusion of a fun and interactive science-art component will serve to facilitate these outcomes.…”

Section: Introductionmentioning

confidence: 99%

An Interactive, Accessible, and Affordable Science- and Art-Based Activity To Foster Team Building among New Students

Kaushik

Zinjarde

2020

J Microbiol Biol Educ.

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Gamification in pharmacy education: a systematic quantitative literature review

Hope

Grant

Rogers

et al. 2022

International Journal of Pharmacy Practice

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Objectives Gamification involves applying game attributes to non-game contexts and its educational use is increasing. It is essential to review the outcomes and the efficacy of gamification to identify evidence to support its use in pharmacy education. This article systematically and quantitatively reviews and evaluates the alignment of learning outcomes and the quality of peer-reviewed literature reporting gamification in pharmacy education. Key findings A literature search was undertaken in February 2022 using CINAHL Complete, MEDLINE, Science Direct, Scopus and ERIC databases, via keywords (game* OR gaming OR gamif*) AND pharmac* AND education. Google Scholar was searched using ‘gamification of pharmacy education’ and ‘serious games in pharmacy education’. Data extracted included type of gamified intervention, mode of delivery, game fidelity, intended learning outcomes and outcomes reported. Quality assessments aligned with key aspects of the SQUIRE-EDU Reporting Guidelines. Of 759 abstracts and 95 full-text papers assessed, 66 articles met the inclusion criteria. They described gamification from 12 countries in the education of 8272 pharmacy and health professional students. Gamified interventions ranged from board games to immersive simulations, with escape rooms most frequently reported. Reporting quality was inconsistent, with observed misalignment between intended learning outcomes and outcomes reported, an apparent overreliance on student perceptions as primary data and a lack of reference to reporting guidelines. Summary Gamification is included in the curricula of many pharmacy degrees, across multiple subject areas. This review identified evidence gaps and reinforces the need for improved quality of gamification research, critical alignment of learning outcomes with evaluation, and use of reporting guidelines.

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Implementation and evaluation of activities to foster a sense of community among pharmacy students

Cited by 3 publications

References 11 publications

A Framework of Environmental, Personal, and Behavioral Factors of Adult Learning in Online Communities of Practice

A Framework of Environmental, Personal, and Behavioral Factors of Adult Learning in Online Communities of Practice

An Interactive, Accessible, and Affordable Science- and Art-Based Activity To Foster Team Building among New Students

Gamification in pharmacy education: a systematic quantitative literature review

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