Abstract
A high priority for tertiary institutions in New Zealand, and globally, is for first year students to have a positive experience of higher education. However, a commonly reported issue is student reluctance to access learning support, even when needed (Hoyne & McNaught, 2013). Previous research addressed this issue with a large number of Arts students through introducing Targeted Learning Sessions in which teaching staff and learning support services combined to offer assistance in one place (Cameron, George & Henley, 2012). Our study replicates and develops their successful session with a smaller number of Medical Imaging students. The students reported appreciating timely help from a range of staff on content, structure and information discovery. Staff enjoyed greater interaction with students and the professional collaborative environment. Our findings also highlighted future practical improvements. This study extends previous research, increasing understanding and demonstrating the wider application of Targeted Learning Sessions in normalising help-seeking.
Highlights
There is a gap between skills learned at school and those needed in higher education (Tuckman & Kennedy, 2011)
Universities and other academic institutions have been measured on their ability to ensure student “destination”, “experience”, and “engagement” (Macken & Bishop, 2009, p. 11)
Kift (2008) recommended that in order to support students, staff in academic institutions need to “work together towards more holistic and sustainable, institute-wide, approaches that transcend the silos of academic, administrative and support areas” (p. 2). This Practice Report describes the trial of a Targeted Learning Session aimed at increasing the participation of first year Medical Imaging (MI) students in accessing academic and information literacy support
Summary
There is a gap between skills learned at school and those needed in higher education (Tuckman & Kennedy, 2011). Our aim was to replicate and develop, in our context, the successful Targeted Learning Session held for first year Arts degree students as reported by Cameron et al (2012). Their sessions targeted a particular assignment and provided access to a number of teaching and learning support staff in one open plan space. Hoyne and McNaught (2013) noted that health science students who most needed help were least likely to seek it They found a partnership between teaching staff and learning advisors resulted in lower failure rates. In line with these studies, our research investigated whether a Targeted Learning Session would achieve positive responses and outcomes for MI students and staff
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