Putting threshold concepts to work in health sciences: insights for curriculum design from a qualitative research synthesis

Barradell, Sarah; Peseta, Tai

doi:10.1080/13562517.2016.1248390

Cited by 26 publications

(42 citation statements)

References 23 publications

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“…There are a surprisingly small number of studies in the literature dealing with group work by postgraduate students, and, to the authors' knowledge, none reporting the experiences and attitudes of science students. Postgraduate taught students are an important resource for education research as their numbers are increasing (Barradell and Peseta, 2017). They are also an articulate and critical group (Barradell and Peseta, 2017) and the characteristics of Masters students, their courses, the contexts in which they operate, and the desired learning outcomes mean that thinking about teaching-learning processes at Masters level should not simply be led by research into undergraduates (Kroll, 1985).…”

Section: Introductionmentioning

confidence: 99%

“…Postgraduate taught students are an important resource for education research as their numbers are increasing (Barradell and Peseta, 2017). They are also an articulate and critical group (Barradell and Peseta, 2017) and the characteristics of Masters students, their courses, the contexts in which they operate, and the desired learning outcomes mean that thinking about teaching-learning processes at Masters level should not simply be led by research into undergraduates (Kroll, 1985). Postgraduate cohorts are diverse, with high percentages of international students, mature students, and those with experience in the workplace.…”

Section: Introductionmentioning

confidence: 99%

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Postgraduate students' attitudes towards group work: experiences within a forensic chemistry programme

Hamnett

McKie

Morrison

2018

Chem. Educ. Res. Pract.

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The ability to work in a group is an important skill for graduates. Although the experiences of undergraduate students with group work have been extensively explored, there is much less information in the literature regarding postgraduate students and no information on those enrolled in science programmes. In this study, participants from a taught applied chemistry postgraduate MSc programme report their attitudes and experiences with group work. The usefulness of this approach and of scientific discourse for learning and teaching several key concepts is also explored. Participants in the study completed attitudinal questionnaires and group/individual multiple choice question (MCQ) tests. They reported a range of skills developed through working together, mixed preferences for groupvs.individual assignments, and comparison of the mean MCQ test scores between participants working individually and in groups demonstrated no statistically significant differences.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Postgraduate students' attitudes towards group work: experiences within a forensic chemistry programme

Hamnett

McKie

Morrison

2018

Chem. Educ. Res. Pract.

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“…So, in his scientific work S. Finkam (2005) represents the theoretical and methodological foundations for the formation of a healthy culture of the working population, as well as student youth. S. Barradell (2017), T. Peseta (2017) justify the need to introduce conceptual approaches to the healing process of the younger generation. The authors propose the modernization of students' curricula in the direction of health-saving technologies.…”

Section: Discussionmentioning

confidence: 99%

The Realization of the System Programme “Health Saving Education” in the Pedagogical University

2018

European Journal of Contemporary Education

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The purpose of the article is to develop a system programme "Health saving education" on the basis of creating a structural model and model of management and ensuring health and preventive activities and experimentally prove the effectiveness of its implementation in the educational process of the university. The solution of research problems was ensured by a set of complementary theoretical methods on the analysis of domestic and foreign pedagogical theory, practice and experience in the field of health of saving education and professional standards. And also general scientific methods such as classification, modeling, comparison, comparison and generalization; experimental methods with the involvement of diagnostic tools based on B. Bloom's classification in the author's modification and expert assessments. The research reveals and scientifically proves that the process of health of the saving education of future teachers in the aspect of implementing the author's system programme becomes more effective while ensuring the systemic nature of provision and management. The practical significance of the research is that using the author's programme will allow us to reach the highest quality level of professional training of teachers, which ensures health saving individual-differentiated development of the student. The proposed patterns, provisions and conclusions create the prerequisites for further study of the phenomenon of realization of the health of saving education in methodological, content and management aspects. The presented practical experience of realization of the programme "Health saving education" can be used at building of professional space, in other educational organizations.

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“…According to Burch et al (2015), this requires that the curriculum is developed based on central conceptions. Examples are given by Wright and Gilmore (2012) in the management discipline and Barradell and Peseta (2017) within health sciences.…”

Section: Curriculum Design Based On Learning Thresholdsmentioning

confidence: 99%

Total Cost Analysis in Logistics : Practical Execution, Learning, and Teaching in Higher Education

Oskarsson

2019

Linköping Studies in Science and Technology. Dissertations

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Cost is considered a crucial factor in much decision-making in private and public organisations. Therefore, the ability to calculate total estimated costs for different alternatives is important. However, such total cost analysis is a challenging task. Providing students with the knowledge and skills needed for total cost analysis is therefore relevant in several disciplines within higher education. Within logistics management, total cost analysis is for decades by several scholars regarded as a 'cornerstone', a fundamental part of the discipline. However, except for describing the basic steps and presumptions, the literature does not give much support concerning how to conduct such analyses, or which the difficulties associated with total cost analysis are. This blank space in literature is not limited to the logistics discipline, it stretches throughout many disciplines. Neither does literature cover how to teach to support students' learning of total cost analysis. Hence, to address the lack of research, the purpose of this thesis was formulated as follows: To contribute to the understanding of conducting, learning, and teaching total cost analysis. Three research questions were shaped to address each part of the purpose: conducting, learning and teaching. RQ1 What challenges are connected to the process of conducting total cost analysis? RQ2 What thresholds are there for learning how to conduct total cost analysis? RQ3 How can total cost learning be supported by suitable educational methods? The research questions are connected to each other in the sense that the challenges of conducting total cost analysis (RQ1) indicate within which areas total cost learning is difficult, and thereby where thresholds are to be investigated (RQ2). Further, knowledge about the learning thresholds is needed to discuss suitable educational activities (RQ3). The research was conducted by a combination of literature reviews and multiple case studies at four Higher Education Institutions, where both teachers and students were approached. The findings for RQ1 were developed in an abductive procedure walking back and forth between literature and cases. A twelve-step process for total cost analysis was defined, and specific challenges associated for each of these steps. Regarding learning thresholds (RQ2), perceived difficulties with learning total cost analysis were identified in the case studies. These difficulties were then analysed against threshold characteristics available in literature. This resulted in the identification of four total cost learning thresholds. Literature on constructivist-based teaching was used to suggest teaching methods to support learning (RQ3). These types of activities proved to match the ones most appreciated by teachers and students in the studied cases.

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Putting threshold concepts to work in health sciences: insights for curriculum design from a qualitative research synthesis

Cited by 26 publications

References 23 publications

Postgraduate students' attitudes towards group work: experiences within a forensic chemistry programme

Postgraduate students' attitudes towards group work: experiences within a forensic chemistry programme

The Realization of the System Programme “Health Saving Education” in the Pedagogical University

Total Cost Analysis in Logistics : Practical Execution, Learning, and Teaching in Higher Education

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