Spoon Feeding Leads to Regurgitation: a better diet can result in more digestible learning outcomes

McKay, Jan; Kember, David

doi:10.1080/0729436970160105

Cited by 66 publications

(38 citation statements)

References 7 publications

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“…Mueller defined an authentic assessment as one for which "students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills." 21 An authentic task requires application of previously learned concepts to new situations that demand judgment to determine what information and skills are relevant and how they should be used. 22 These assignments often focus on complex realworld situations and their constraints.…”

Section: Introductionmentioning

confidence: 99%

Integrating Medication Therapy Management Education into a Core Pharmacy Curriculum

Poole

Kodali

Pace

2016

American Journal of Pharmaceutical Education

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Objective. To describe the design of a core course directed at improving confidence and competence of students to perform medication therapy management (MTM) services. Design. Using the American Pharmacists Association (APhA) certificate training program framework, a core course was developed to teach MTM concepts to third-year student pharmacists. Using deep learning and authentic assignments, course instructors attempted to improve student confidence and readiness to provide MTM services. Assessment. Student ability to meet course objectives was evaluated by examinations and the APhA MTM program self-assessment. Students had an overall success rate of 93% on all three assessments. Student perceptions of confidence, competence, and importance of performing MTM services were measured using a survey instrument with 56 Likert-type items. Students completing both surveys reported significantly increased confidence and competence. Conclusion. Integrating MTM-specific education into the core curriculum increased student pharmacists' perceived competence and confidence to perform MTM services.

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Section: Introductionmentioning

confidence: 99%

Integrating Medication Therapy Management Education into a Core Pharmacy Curriculum

Poole

Kodali

Pace

2016

American Journal of Pharmaceutical Education

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“…It involves student-teacher as well as student-student interactions which are the main characteristics of deep learning (McKay and Kember, 1997). In the learning activities used in the current study, students had the opportunities for peer learning and they were provided with a clinically contextualised scenario involving medical students.…”

Section: Discussionmentioning

confidence: 99%

Development and appraisal of a hand hygiene teaching approach for medical students: a qualitative study

Kaur

Razee

Seale

2016

Journal of Infection Prevention

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Background: Poor hand hygiene (HH) practices among medical students have previously been attributed to students not being exposed to sufficient teaching materials during their training. Aim:To develop and evaluate a teaching module directed at improving the knowledge and attitudes of undergraduate medical students towards HH. Methods:The HH teaching module was designed based on educational materials used by the World Health Organization and other patient safety organisations. The development was also informed by the findings from two previous studies including qualitative interviews with staff and students and a survey of Australian medical schools. In-depth group interviews were undertaken with 24 undergraduate medical students.Results: Favourable feedback was received from the interviewed medical students towards the developed scenariobased learning activity; however, the group interview activity was not received well by students. They suggested that the HH teaching activities should be compulsory and not optional for medical students. In order to reinforce good HH practices and to improve knowledge around HH and healthcare-associated infections, they felt that the activities should be repeated during each phase of their degree. Conclusions:There is a need to change the approach to training in education, particularly to engage students in topics such as HH which are often seen as unimportant.

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“…Previous research in the field of higher education suggests that the articulated goal of deep knowledge will only be achieved if curriculum, assessment and teaching approaches are planned with this aim in mind (Ramsden 2003;Biggs and Tang 2007;Boulton-Lewis 1998;McKay and Kember 1997;Saltmarsh and Saltmarsh 2008;James, Hughes and Cappa 2010).…”

Section: Developing Deep Understanding About Language In Undergraduatmentioning

confidence: 99%

“…Course objectives, learning activities and assessment tasks need to focus on developing conceptual understanding and be closely aligned (Biggs and Tang 2007;Hawe 2007;McKay and Kember 1997). The design of tasks for students, including those undertaken within classes and used for assessment, is a crucial aspect of supporting the development of sound understanding.…”

Section: Developing Deep Understanding About Language In Undergraduatmentioning

confidence: 99%

“…Undergraduate and postgraduate courses aim to provide students with sophisticated understanding of the concepts relevant to a field of study (Ramsden 2003;Biggs and Tang 2007). Knowledge, when deeply understood, can be transferred and applied in new contexts and manipulated to solve problems in innovative ways (McKay and Kember 1997;Ramsden 2003;Biggs and Tang 2007). Students who develop deep understanding of the content of a discipline can manipulate detail within different levels of conceptual frameworks and make the connections required to apply technical skills effectively and flexibly (Ramsden 2003;Biggs and Tang 2007).…”

Section: Developing Deep Understanding About Language In Undergraduatmentioning

confidence: 99%

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Developing Deep Understanding about Language in Undergraduate Pre-service Teacher Programs through the Application of Knowledge

Fenwick

Humphrey

Quinn

et al. 2013

AJTE

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The development of deep understanding of theoretical knowledge is an essential element of successful tertiary-programs that prepare individuals to enter professions. This study investigates the extent to which an emphasis on the application of knowledge within curriculum design, teaching strategies and assessment methods developed deep knowledge about language within the first year of a tertiary-based teacher education program in Australia. Concepts of application from literature on tertiary-based learning informed the design of curriculum, teaching strategies and assessment within a unit on linguistics for preservice teachers. Questionnaires, provided to students at the end of the unit, and analysis of a final assessment task, provided insight into the extent to which the strategies designed to develop deep understanding were successful. The results indicate that an emphasis on the application of knowledge, within a discipline context, can support the development of understanding in units that do not have immediate links with professional practice.Keywords: knowledge about language; undergraduate education; teacher education; teaching methods Current research into tertiary teacher education programs emphasises the importance of developing deep knowledge. Pre-service teachers who do not have sophisticated understanding of abstract theory will struggle to apply ideas in practice (Darling-Hammond 2006). The most successful teacher education programs produce graduates who can engage with ideas and concepts and are then able to apply theory flexibly in a diverse range of contexts (Darling-Hammond 2006;Loughran 2006;Zeichner 2008;Milner 2005;Poplin and Rivera 2005). School teachers who will make a difference to student outcomes have developed 'deep and flexible knowledge of subject matter' that can be applied to assess 2 students' abilities and develop a range of appropriate teaching practices that support learning 5To be able to contribute to an equity agenda, teachers new to the profession will require a range of understandings and skills, including deep knowledge about language.Current research suggests that student learning in schooling is supported when teachers are explicit and clear about curriculum goals and they are then able to use a broad range of strategies to develop all students' learning (Hattie 2012;Darling-Hammond 2006; Abu ElHaj and Rubin 2009;Poplin and Rivera 2005). Part of this work involves teachers being able to analyse the linguistic requirements specified by curriculum and to facilitate student development of the language skills required in curriculum areas (Derewianka

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Spoon Feeding Leads to Regurgitation: a better diet can result in more digestible learning outcomes

Cited by 66 publications

References 7 publications

Integrating Medication Therapy Management Education into a Core Pharmacy Curriculum

Integrating Medication Therapy Management Education into a Core Pharmacy Curriculum

Development and appraisal of a hand hygiene teaching approach for medical students: a qualitative study

Developing Deep Understanding about Language in Undergraduate Pre-service Teacher Programs through the Application of Knowledge

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