The Development of Study Orientations and Study Success in Students of Pharmacy

Nieminen, Juha; Lindblom‐Ylänne, Sari; Lonka, Kirsti

doi:10.1023/b:truc.0000044642.35553.e5

Cited by 49 publications

(46 citation statements)

References 54 publications

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“…Because effective performance and application of pharmaceutical knowledge are needed in pharmacists' work, good quality practical learning during studies is important. In addition, a recent study among pharmacy students indicated that more attention should be paid to instructional practices (Nieminen, Lindblom-Ylänne, & Lonka, 2004).…”

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confidence: 99%

Pharmacy Mentors' Views of Practical Training

2005

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Practical knowledge and skills are necessary components of expertise. Practical training in higher education has been shown to foster students' learning and understanding of theoretical backgrounds. The attitude and skill of mentors play a central role in enhancing the quality of students' practical learning. The aims of this study were to explore mentors' experiences of the practice period and mentoring process, and to develop practical performances to improve the practice period that s included in theoretical pharmaceutical studies in Finland. A total of 48 pharmacy mentors were interviewed during the practice period of the pharmacy curriculum. The interviews were analysed using qualitative content analysis. The results showed that the mentors considered the practice period an essential part of pharmacy studies, which fostered student learning and benefited the community pharmacy. Mentoring activities, mentoring processes and assessment of students varied in the pharmacies. The results showed that it is necessary to pay more attention to the aims and the content of the practice period. More cooperation is needed between the University and pharmacies. There is also a clear need to pay attention to reflective action in order to foster the quality of practical learning.

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Pharmacy Mentors' Views of Practical Training

2005

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“…Moreover, most students" approaches seem to vary depending on the context (e.g. Vermunt, 1998;Nieminen et al, 2004. Recent research has further suggested that some students continually aim at a deep understanding and thus have a disposition to understand for oneself (Entwistle and McCune 2009;McCune and Entwistle, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…What especially differentiates a disposition to understand from a deep approach is that the former is characterised as more stable (Entwistle and McCune 2009;McCune & Entwistle, 2011) while the latter has been characterised as more contextual and changeable (e.g., Vermunt, 1998;Nieminen et al, 2004, Lindblom-Ylänne et al, 2013. However, opposite views have also been presented, as the deep approach has been claimed to be a relatively stable construct (e.g., Lietz & Matthews, 2010;Zeegers, 2001) but the mainstream conception seems to rely on the original view of the contextual and dynamic nature of the approaches presented by Marton and Säljö already in 1976.…”

Section: Introductionmentioning

confidence: 99%

Explaining university students’ strong commitment to understand through individual and contextual elements

Postareff

Lindblom‐Ylänne

Parpala

2014

FLR

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Since the late 1970s numerous studies have explored students" approaches to learning (referred to as the "SAL" tradition).These studies have provided valuable evidence of students" study strategies and intentions at the university. Since extensive research already exists on students" approaches to learning, there is a need to move forward and analyse student learning from new perspectives. In the present in-depth qualitative study, we analyse interviews of 34 students who scored extremely highly on the deep approach scale in a pre-test in our previous quantitative study (Lindblom-Ylänne, Parpala & Postareff, 2013) and thus are likely to have a strong commitment to understand, and a "disposition to understand for oneself" which is a recently introduced, yet unexplored phenomenon (see Entwistle & McCune, 2009;McCune & Entwistle, 2011

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“…Además de esto, el desarrollo experimentado, en relación al marco teórico descrito al inicio de este artículo, es claramente positivo y va en la dirección de un aprendizaje de calidad en el que a lo largo de la exposición a un contexto educativo determinado (HUHEZI en este caso) el enfoque profundo aumenta y el superficial disminuye. No son especialmente abundantes los estudios longitudinales al respecto (Gordon y Debus, 2001;Nieminen et al, 2004), y menos todavía los que registran evolución en esa dirección (Zeegers, 2001;Brownlee, Boulton-Lewis, y Purdie, 2003). En nuestro caso, y dada la naturaleza contextual o interactiva del concepto de enfoque de aprendizaje, podemos pensar que el contexto educativo de HUHEZI del primer curso se relaciona con un aprendizaje de calidad de los alumnos.…”

Section: Discussionunclassified

¿Cómo aprenden los alumnos en su primer año de universidad al inicio y al final del curso?

Martín

2016

REDU

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Las investigaciones sobre enfoques de aprendizaje desde el paradigma SAL (<em>Students Approaches to Learning</em>) ofrecen la posibilidad de conocer cómo los alumnos llevan a cabo su aprendizaje. Los objetivos propuestos en este estudio son dos: 1) conocer los enfoques de aprendizaje de los alumnos universitarios cuando llegan a primer curso y al finalizar éste; 2) identificar aspectos relacionados con dichos enfoques que contribuyan a entender y mejorar los procesos de enseñanza. El estudio central consiste en un análisis cuantitativo longitudinal de un año, al principio y al final del cual se miden los enfoques de aprendizaje de los sujetos. Además, al final del curso también se realiza un análisis cualitativo basado en preguntas abiertas relacionadas con los enfoques de aprendizaje y el contexto educativo. El instrumento utilizado es el R-SPQ-2F (Biggs, Kember y Leung, 2001) validado en su adaptación al euskera (García, 2011) y la muestra del estudio longitudinal comprende 188 estudiantes de la Facultad de Humanidades y Educación de Mondragon Unibertsitatea. Los resultados muestran que si bien al comienzo del curso no prevalece un enfoque de aprendizaje determinado, durante el primer año los estudiantes evolucionan positivamente, aumentando su enfoque profundo y reduciendo su enfoque superficial hacia el aprendizaje. El presente estudio forma parte de una investigación longitudinal de mayor magnitud sobre los mismos alumnos, llevada a cabo al finalizar éstos el cuarto curso del título de grado. Dicha investigación se halla actualmente en proceso de análisis de datos y próximamente conoceremos los resultados.

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The Development of Study Orientations and Study Success in Students of Pharmacy

Cited by 49 publications

References 54 publications

Pharmacy Mentors' Views of Practical Training

Pharmacy Mentors' Views of Practical Training

Explaining university students’ strong commitment to understand through individual and contextual elements

¿Cómo aprenden los alumnos en su primer año de universidad al inicio y al final del curso?

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