Psychology Learning and Teaching

Trapp, Annie

doi:10.1093/obo/9780199756810-0131

Oxford Bibliographies Online Datasets 2013

DOI: 10.1093/obo/9780199756810-0131

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Psychology Learning and Teaching

Annie Trapp¹

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Cited by 3 publications

References 805 publications

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Psychology graduate training in the era of online social networking.

Myers

Endres

Ruddy

et al. 2012

Training and Education in Professional Psychology

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This article offers information on various forms of online social networking and recommendations on integrating this topic into psychology graduate training. Psychology graduate student trainees are likely to utilize online social networking for both personal and professional communication, which can have implications regarding the professional and ethical practice of psychology. There is a need for professionals involved in education and supervision to gain information on trainees' use of online social networking sites and address the implications of such use from a training perspective. In order to facilitate the integration of online social networking into psychology graduate training, the article provides information on the benefits of online social networking, such as information-sharing, networking opportunities, advocacy, and advertisement, as well as the risks associated with the use of online social networking, such as personal privacy risks, problems with credibility of information, and ethical and legal concems. The article further explains issues related to online social networking that are specific to graduate training, such as supervisory relationships and concems related to professional competency. There are recommendations on integrating the topic into psychology graduate training based on guidance from the APA Code of Ethics and recommendations from professionals in the field.

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Psychology graduate training in the era of online social networking.

Myers

Endres

Ruddy

et al. 2012

Training and Education in Professional Psychology

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La Confianza Académica Conductual: Una comparación entre estudiantes de medicina y de psicología

Sanders

Sander

2017

EJREP

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Introducción. Sander, Stevenson, King y Coates (2000) identificaron diferencias entre estudiantes de medicina en una universdad convencional y estudiantes de psicología en una universidad de fundación posterior al 1992 en sus respuestas a diferentes estilos de aprendizaje y enseñanza.Método. Se había considerado una hipótesis donde los distintos niveles de confianza explicaban por qué los estudiantes de medicina pensaban que las presentaciones serían de poca utilidad para su enseñanza mientras que la respuesta de los estudiantes de psicología fue basada en su miedo a dar presentaciones. El presente estudio investigó los distintos niveles de confianza académica en estos dos grupos usando una escala diseñada para medir la Confianza Académica Conductual: Academic Behavioural Confidence (ABC).Resultados. Hubo una diferencia significativa en las puntuaciones de ABC entre los dos grupos (p<.05), de acuerdo con la predicción. El análisis de los datos mostró que las puntuaciones de la ABC de los estudiantes de medicina como grupo fueron más variadas que las del otro grupo, mientras que éstos mostraron mayor variedad entre los elementos de la escala. Se plantean propuestas para más desarrollo y aplicación de la escala.Conclusión. Este estudio sugiere que estos dos grupos llegan a la universidad con niveles muy distintos de preparación para cumplir con las demandas de la enseñanza superior.

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Self and Peer Assessment at Problem-Based Learning (PBL) Sessions at the Faculty of Medicine, King Abdulaziz University (FOM-KAU), KSA: Students Perception

Atwa¹,

Mw²

2014

Intel Prop Rights

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Introduction: In 2007, the Faculty of Medicine, King Abdulaziz University (FOM-KAU) has introduced PBL into its integrated, systems-based curriculum to encourage the development of important skills. Among such skills are problem-solving skills, verbal and written communication skills, leadership skills, teamwork skills, and self-and peerassessment skills. Purpose: The purpose of this research work was to investigate whether self-and peer-assessment are done or neglected in PBL sessions at FOM-KAU, and how students perceive them in terms of their benefit. Material and Methods: This is a descriptive study that has been performed at the FOM-KAU on a random sample of students in Year 3 (n=60). A self-administered questionnaire (survey) was developed and administered to the students at the end of the debriefing session of a PBL case to investigate their perception of self-and peerassessment and whether they are done or not. Descriptive statistics were used, as frequency distribution and comparisons. Results: Nearly all of the students in our sample positively perceive the importance and merits of self-and peer assessment. Also, most of the students (83%) said they do self-assessment after PBL sessions, while only 55% of them said they do peer-assessment after PBL sessions. Conclusion: Self-and peer-assessment are done in FOM-KAU with different percentages, where selfassessment is done more frequently. Based on their importance, they are positively perceived by the majority of the students in our sample, which provides a good ground for implementing and monitoring a sound strategy for selfand peer-assessment based on predetermined criteria.

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Psychology Learning and Teaching

Cited by 3 publications

References 805 publications

Psychology graduate training in the era of online social networking.

Psychology graduate training in the era of online social networking.

La Confianza Académica Conductual: Una comparación entre estudiantes de medicina y de psicología

Self and Peer Assessment at Problem-Based Learning (PBL) Sessions at the Faculty of Medicine, King Abdulaziz University (FOM-KAU), KSA: Students Perception

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