Practice-based learning and the impacts of COVID-19: doing it for real?

Hutchings, Maggie; McLarnon, Nichola; McDermott, Jamie; Watson, Amanda; Power, Alison; Anderson, Elizabeth; Owens, Melissa

doi:10.12968/bjom.2022.30.6.333

Cited by 5 publications

(3 citation statements)

References 53 publications

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“…A further welcome steer towards the integral role of practice-based learning in health care programmes and the challenges of incorporating interprofessional practice learning, that contributes to meeting the learning outcomes and competencies required for safe and effective professional practice, reported in Hutchings et al (2022), is reflected in the recent World Health Organisation (WHO) report ( 2022) which calls for competency-based learning within practice. The Global Competency Framework for Universal Health Care (World Health Organisation, 2022) reaffirms the application of knowledge, skills, attitudes, and behaviours to performance in the practice context as the means for demonstrating and assessing the mastery of learning outcomes by means of a set of defined competencies for education programmes.…”

Section: Towards Best Practice For Assessing Interprofessional Learningmentioning

confidence: 99%

Rethinking assessment for interprofessional learning during COVID-19: steering a middle course

McLarnon

Hutchings

O’Carroll

et al. 2022

British Journal of Midwifery

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This is the sixth article in a series exploring interprofessional education during the COVID-19 pandemic. This article will focus on the considerations and adaptations made to assessing interprofessional education during this time. It will explore the alternative assessment strategies used by faculty, the modality of assessment and the tools used, student and faculty experiences and the challenges faced by both during the rapid pivot to remote learning and assessment.

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Section: Towards Best Practice For Assessing Interprofessional Learningmentioning

confidence: 99%

Rethinking assessment for interprofessional learning during COVID-19: steering a middle course

McLarnon

Hutchings

O’Carroll

et al. 2022

British Journal of Midwifery

Self Cite

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“…Alguns estilos de aprendizagem exigem a presença física do educador e a interação com o aluno. Além disso, algumas pesquisas sugerem que salas de aula de baixa tecnologia podem melhorar o desempenho da aprendizagem (e.g., Barbetta & Morales, 2022;Fischer et al, 2022;Hutchings et al, 2022). Os alunos que fazem anotações manuscritas, em tese, têm melhor memória do que os alunos que fazem anotações datilografadas.…”

Section: Introdução E Metodologia De Ensinounclassified

O Impacto da pandemia na aprendizagem dos estudantes: Um ensaio sobre o futuro do ensino superior

Santos

2023

RMd

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A pandemia da COVID-19 forçou uma mudança na aprendizagem remota e presencial da noite para o dia para a maioria dos alunos do ensino superior, a partir da primavera de 2020. Para complementar as videoaulas e envolver os alunos numa sala de aula virtual, os professores adotaram tecnologias que permitiram mais interatividade e modelos híbridos de ensino online e atividades presenciais. Essas ferramentas mudaram a metodologia, o ensino e a avaliação de feições que podem persistir após a pandemia e eventuais epidemias. Para se envolverem de uma forma mais eficaz com os alunos, as instituições de ensino superior terão de se concentrar em oito dimensões da experiência de aprendizagem. Nesta análise descrevemos os resultados de um estudo das tecnologias de aprendizagem que podem possibilitar aspetos de várias dessas oito dimensões da experiência de aprendizagem online. Existe a necessidade urgente de reeducar as próximas gerações de alunos com ferramentas digitais e fazer uso de práticas e competências digitais. A educação em Comportamento Educacional (CE) é difundida em todo o mundo. Existe algum consenso no campo sobre quais os construtos a medir. Foi determinado no estudo a existência de padrões ou princípios seguidos para o esboço da avaliação e atividades presenciais nos vários níveis de ensino. Essas ferramentas mudaram a aprendizagem, o ensino e a avaliação de maneiras que podem persistir após a pandemia. Ter filhos em idade jovem, adolescente e adulta e no ensino deu para constatar o impacto da pandemia na aprendizagem e no bem-estar dos alunos e dos agregados familiares, professores, responsáveis escolares e comunidades académicas inteiras. Estudantes de todo o mundo estão, em média, oito meses atrasados em relação ao que estariam se não fosse a pandemia. Até 2040, os alunos com o curso superior inacabado devido ao COVID-19 podem custar à economia global US$ 1,6 trilião. Então, qual é o caminho a seguir para os sistemas escolares?

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“…The Covid-19 pandemic has caused extraordinary disruptions to the higher education landscape (Clabaugh, Duque, & Fields, 2021). It was found that there were changes and adaptation needs of students in the last two years due to the Covid-19 pandemic, such as changes in the implementation of learning in universities to online learning, where previously the learning process was carried out through face-to-face mode (Hutchings et al, 2022;Park, Kim, & Jeong, 2022;Sucu & Çakiroğlu, 2022a). Not only that, students were also faced with various demands as the learning process progressed optimally.…”

Section: Introductionmentioning

confidence: 99%

Students’ study pressures during the Covid-19 global pandemic: exploration of the effects of workload, self-expectation, grade worriness and despondency on college students in Indonesia

et al. 2022

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Pressure during the learning process is a common thing experienced by students. At some points, this pressure will be beneficial in increasing fighting power and motivation, but on the other hand, high-pressure conditions will affect students' mental health. This condition was also experienced when students entered the learning phase during the Covid-19 pandemic. Although several studies have revealed the effectiveness of distance learning during the pandemic, this study aims to reveal causal factors of learning pressure conditions during the pandemic such that it can trigger the emergence of academic stress. This study involved 750 students spread throughout Indonesia. Data gathering was through the use of a questionnaire with indicators developed from existing measuring tools. Data analysis using Structural Equation Model-Partial Least Square (SEM-PLS) with Model Measurement Analysis (MMA) indicate loading, Cronbach Alpha, composite reliability, Average Variance Extracted (AVE) in fit conditions, and Structural Model testing also demonstrated valid condition and fit. The analysis shows a positive relationship between the predictors of the structural model consisting of self-expectation, despondency, grade worriness, and workload, which impact student learning pressures during the pandemic. There is an effect of workload mediation on the relationship between self-expectation and learning pressure. In reducing and controlling student learning pressures during a pandemic, it is necessary to consider these factors in learning activities.

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Practice-based learning and the impacts of COVID-19: doing it for real?

Cited by 5 publications

References 53 publications

Rethinking assessment for interprofessional learning during COVID-19: steering a middle course

Rethinking assessment for interprofessional learning during COVID-19: steering a middle course

O Impacto da pandemia na aprendizagem dos estudantes: Um ensaio sobre o futuro do ensino superior

Students’ study pressures during the Covid-19 global pandemic: exploration of the effects of workload, self-expectation, grade worriness and despondency on college students in Indonesia

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