Experiential Settings Research Articles

DIMENSÕES (EST)ÉTICAS E POLÍTICAS DA PAIXÃO ENTRE SIMONE E NELSON

Resumo O objetivo deste trabalho é tecer uma reflexão sobre as paixões humanas numa perspectiva histórico-cultural, com base nas contribuições de Vigotski, em diálogo com proposições de Espinosa e Bakhtin. Tomamos comolocus central de análise as narrativas de Frain sobre cartas trocadas entre os amantes Simone de Beauvoir e Nelson Algren, que dão visibilidade aos desdobramentos éticos-políticos da paixão. Exploramos a paixão em sua dimensão política, histórico-cultural e seus impactos na configuração experiencial do drama - choque de sistemas que envolve os protagonistas (pessoas sociais) que vivem na carne o enlace. A conclusão aponta para um deslocamento epistemológico no tratamento da paixão que nos permite questionar duas das dicotomias que marcam o pensamento psicológico: a separação entre o social e o pessoal; a razão e emoção. Ao final, assinalamos o estudo das paixões com foco na ação mobilizadora dos processos criadores, para além da passividade apaixonada.

Adventure Leadership and Experiential Education.

This chapter provides background in adventure education and its connection to student leadership pedagogy. An adventure program is the ideal experiential learning setting promoting students' leadership development through direct experience, reflection, and application.

Analysis of Pharmacy Student Perceptions and Attitudes Toward Web 2.0 Tools for Educational Purposes.

Background: The use of Wikis, blogs, and podcasts can engage students in collaborative learning, allow peer feedback, and enhance reflective learning. However, no survey to date has been performed across all professional years of pharmacy students in order to obtain a comprehensive overview of student perceptions. Objectives: To identify the familiarity of pharmacy students with Web 2.0 resources available for medical education, and what barriers exist. Methods: This study surveyed students enrolled in the professional program of a US-accredited pharmacy school to assess their knowledge and current use of available online resources and attitudes toward the use of Web 2.0 technologies for educational purposes. Results: Of the 836 surveys distributed, 293 were collected and analyzed (35.0% response rate). Students reported using the following Web 2.0 technologies in the didactic and experiential settings, respectively: Wikipedia (88%, 70%), YouTube (87%, 41%), Khan Academy (40%, 5%), and medical or scientific blogs (25%, 38%). Although these technologies were more commonly used in the classroom, students agreed or strongly agreed such resources should be used more often in both the didactic (n = 187, 64%) and experiential settings (n = 172, 59%). The barriers associated with the use of Web 2.0 in both the didactic and experiential settings that were ranked highest among students included accuracy and quality of information and lack of familiarity among faculty members and preceptors. Conclusion: Pharmacy students across all professional years actively use Web 2.0 tools for educational purposes and believe that opportunities exist to expand use of such technologies within the didactic and experiential settings.

Baseline Knowledge and Education on Patient Safety in the Ambulatory Care Setting for 4th Year Pharmacy Students

Objectives: To assess the baseline knowledge of fourth year student pharmacists on their ability to properly identify and categorize medication related problems (MRP) during their Advanced Pharmacy Practice Experience (APPE) in the ambulatory care setting, and to assess the efficacy of a written resource designed to educate and train users on identification and documentation of MRP's and used for this purpose with participating students on their ambulatory care APPE.
 Methods: A pretest consisting of ten multiple-choice questions was administered electronically to fourth year student pharmacists (N=18) at the start of their ambulatory care APPE. The test was designed to assess both the students' baseline knowledge regarding MRP's, and their ability to identify a wide variety of medication-related problems. Students then received a written copy of The Medication Therapy Intervention & Safety Documentation Program training manual and were asked to read it in its entirety in the first week of their APPE. Finally, students were given a posttest survey (identical to the pretest) to complete to assess if their knowledge had increased from baseline.
 Results: The average score for the 18 students taking the baseline knowledge pre-test was 63.33%, indicating limited baseline knowledge regarding the identification and classification of MRP's. In assessing the effectiveness of the written training document, the overall posttest results compared to pretest results did not indicate improvement in students' knowledge or ability to properly identify and classify medication related problems (MRP) after reviewing the training manual. The average scores declined from 63.33% on the pretest to 62.78% on the posttest, although this was not found to be statistically significant (p = 0.884). However, a statistically significant decline in students' knowledge occurred on one specific question, which tested their ability to classify MRP's (p = 0.029).
 Conclusions: Based on the results of the pre-test, students at our institution enter their APPE year with limited baseline knowledge of medication safety within the ambulatory care setting. Results from the posttest indicate potential ineffectiveness of a written document in providing effective education on MRP's to students in the experiential setting. Education may be made more effective with a hands-on, active learning approach that overcomes the limitations of other passive forms of learning.
 
 Type: Student Project

Learning Together about One's and Other Health Care Professionals' Clinical Responsibilities: The Upside of Interprofessional Collaborative Education

Background The driving motivation of interprofessional education is that learning together should stimulate trainees to better work together once they are in practice. More specifically, it is thought that learning together could provide an opportunity for trainees to learn about each other thus giving them a common knowledge-based required to interact with each other. However, there is little empirical evidence to support these hypotheses. Purpose: The main purpose of this study was to investigate if, by learning together, trainees learn about their own and each other's’ clinical roles and responsibilities. Materials and Methods: A musculoskeletal clinical case workshop, based on the principles of small-group learning and experiential learning, was offered to 28 trainees from four different programs (family and rheumatology residency, and occupational and physical therapy programs) of a Canadian Faculty of Medicine and Health Sciences in December 2011. A 24-item Short Answer Questionnaire measure was used to assess the impact of the workshop on participants’ knowledge of their own and others’ clinical roles and responsibilities. Results: Participants’ knowledge about their (69.9 pre vs. 81.4% post) and others clinical responsibilities (60.4% pre vs. 69.5% post) significantly increased as observed in a pre-post comparison. Conclusion: The observed results support the use of a small-group and experiential learning setting to help students learn with, from and about each other's’ clinical responsibilities by having to work together towards a common goal, which was in this instance, a concerted treatment plan.

Development and implementation of a collaborative interprofessional learning program

The Lipscomb University and Belmont University Colleges of Pharmacy partnered with Vanderbilt University School of Medicine and School of Nursing and Tennessee State University College of Social Work to produce a longitudinal didactic and experiential curriculum for interprofessional learning. Faculty worked collaboratively to create an interprofessional classroom and clinic learning experience. In total, 29 first professional year students began as a cohort in July 2010 with a two-week long immersion course in interprofessional learning. Weekly seminar sessions for the entire cohort and an ambulatory clinic experience for teams of four distinct interprofessional students at multiple sites began in August and continues through subsequent professional years. Students completed an initial self-assessment in December and met with faculty to receive expert oral feedback on their performance. On a 10-point scale, the mean satisfaction rating in the clinic experience was 8.84. There was a lower level of satisfaction with the didactic material with a mean rating of 4.98. This work suggests positive benefits, as well as some areas for improvement, of interprofessional students working together in experiential settings and provides a format for other institutions to follow.

Perceptions and Use of iPad Technology by Pharmacy Practice Faculty Members

To explore the potential of tablet technology to address the specific workload challenges of pharmacy practice faculty members and to evaluate tablet usage after a department-wide iPad initiative. After conducting a needs assessment to determine pharmacy faculty attitudes towards tablet technology and to identify potential usage scenarios, all faculty members in a department of pharmacy practice received an iPad. After iPad distribution, training sessions and virtual tutorials were provided. An anonymous survey was administered to evaluate the pilot. The needs assessment survey revealed positive attitudes towards iPad technology, identified use scenarios, and led to a department-wide iPad pilot program. Most faculty members used iPads for connectivity with students (86%), paper/project annotation (68%), assessment (57%), and demonstration of tools used in practice (36%). For teaching, 61% of faculty members used iPads in seminars/laboratories, 57% used iPads in the experiential setting, and 43% used iPads in the classroom. Use of iPads for patient-care activities varied and depended on site support for mobile technology. The 23 faculty members with external practice sites used iPads to a greater extent and had more positive attitudes towards this technology compared with campus-based faculty members. Integration of tablet technology into the pharmacy education setting resulted in faculty-reported increased productivity and decreased paper waste. It also allowed faculty members to experiment with new teaching strategies in the classroom and experiential setting. Administrators at institutions exploring the use of tablet technology should allocate resources based on faculty needs and usage patterns.

Empowerment and Experiential Education

Experiential settings hold great potential for empowering participants. Beginning with an overview of how empowerment has been defined and conceptualized in the literature, this article examines the construct of empowerment in experiential education settings as a process and an outcome. A summary of how empowerment has been applied and measured in experiential settings is described through a review of the research in this area. This article concludes with recommendations and implications for researchers and practitioners in the field of experiential education who seek to understand ways in which programs can facilitate and foster the development of empowerment.

Recasting the 'technologies' of outdoor management development: an interpretivist perspective on the tools, models and processes used in the field

This paper investigates the models and tools commonly engaged in outdoor management development (OMD). The paper employs an interpretive methodology engaging participant observation and narrative techniques. A number of OMD providers were studied and this generated a rich body of data which is relayed and examined in the text. In spite of extensive theoretical contemporary debates and developments in wider human resource development domains, the study identifies that many practitioners working in experiential course settings continue to engage a predominantly positivistic, well–rehearsed, over–used, and indeed ageing, collection of models. The paper identifies linear and modernistic assumptions on which such models are predicated. OMD is a relatively longstanding form of training which continues to be used by a large number of individuals. The phenomenon therefore merits attention so as to better determine the social implications of the approach. The paper offers an original and innovative consideration of the tools generally employed in OMD programmes.

Experience With a Drug Screening Program at a School of Pharmacy

Substance use and abuse among pharmacy students is a concern of pharmacy schools, boards of pharmacy, and training sites alike. Pharmacy students must complete approximately 30% of their academic coursework in experiential settings such as community pharmacies, hospitals, and other health systems as part of any accredited pharmacy school's curriculum, and these training sites are starting to require drug testing of pharmacy students as part of their contractual agreements with schools of pharmacy. The authors describe the implementation of a mandatory random urine drug screening program at their school as well as the changes that occurred owing to assessment of the program. The authors report the basic results to date of the drug screening program. The authors also speculate on secondary benefits of the drug screening program. Finally, the authors describe current and future evaluations that they are undertaking regarding this program.

Conversational Learning in Medical Education

Traumatic Brain Injury (TBI) survivors frequently experience headaches, often labeled as a psycho-social aftermath of poor adjustment to the reality of decreased brain function, but they may be the result of actual physical sequelae of the TBI. This article illustrates an active experiential learning exercise set in a in a user-driven learning environment using a web interface. Using a conversational learning approach, the discussion was centered around a neurological problem on the topic of chronic persistent headache, which generates a considerable amount of diagnostic uncertainty and interventional dilemma among physicians. The physician members of an online forum shared their viewpoints and insights regarding the topic. By utilizing a blend of experiential and empirical evidence, they collaboratively reached a solution. User-driven learning can serve as a potential learning tool in continuing medical education and also as a valuable educational resource to medical students, helping them develop empathy and real-life problem solving skills. Also, when such conversations involve multiple stakeholders (patients and their relatives, physicians and other health-care providers, medical students, etc.) it can foster a collaborative interface which is the essence of user-driven healthcare.

Languages for Specific Purposes in the United States in a Global Context: Commentary on Grosse and Voght (1991) Revisited

This introduction will provide a thematic overview of the major issues raised by Grosse and Voght (1991), “The Evolution of Languages for Specific Purposes in the United States,” and the contributions in this Focus Issue that address those issues from a 2011 perspective. It will also explore contemporary (largely praxis‐oriented) languages for specific purposes (LSP) in the United States within a global LSP context that has historically evidenced strong connections between theory and practice. Points of comparison between LSP practiced in the United States and abroad include the rationale for LSP, curricula/programs innovations, professional infrastructure, researchers/practitioners, theoretical bases for research, and research topics and outlets for publication. Then follows a discussion of the challenges to LSP research (e.g., establishing norms of various workplace interactions, data collection, creation of assessment tools, lack of LSP practitioners and researchers with second language acquisiton [SLA] training), and future directions for the growth of LSP as an interdiscipline in the United States and for SLA and foreign language pedagogical research that would utilize data from LSP classroom and experiential settings in both domestic and international contexts. The introduction concludes with a discussion of LSP and community service learning as preparation for the workforce and for lifelong language learning.

Teaching during residency: Five steps to better lecturing skills

Continued growth in the number of pharmacy schools across the United States and increasing requirements for Introductory and Advanced Pharmacy Practice Experiences are just two factors driving an increased need for pharmacy faculty to serve as instructors in the classroom and experiential settings.[

The development of a pilot training program for peer leaders in diabetes: process and content.

The goal of this study is to describe the process of developing a program that trains peers to facilitate an empowerment-based diabetes self-management support intervention. To guide and advise the development process, the authors formed a peer leader training action committee. The committee was an interdisciplinary group (principal investigator, nurse-certified diabetes educators, dietitian-certified diabetes educators, nutritionist, physician, and 3 community members) that met every 3 months over a 1-year period for continuous quality improvement meetings. During meetings, the committee reviewed and supervised the curriculum development, provided feedback, and informed modifications and improvements. The resulting peer leader training program is a 46-hour program with 2 training sessions conducted per week over a 12-week period. The competency-based training program is based on the theory of experiential learning, and it consists of 3 major components--namely, building a diabetes-related knowledge base, developing skills (communication, facilitation, and behavior change), and applying skills in experiential settings. All components are integrated within each training session using a range of instructional methods, including group brainstorming, group sharing, role-play, peer leader simulations, and group facilitation simulations. Through the process described above, the authors developed a training program that equips peer leaders with the knowledge and skills to facilitate empowerment-based diabetes self-management support interventions. Future directions include conducting and evaluating the peer training program.

The formation and effect of attitude importance in professional sport

PurposeCurrent research has largely overlooked importance as a meta‐attitude consumers develop from related judgments. Drawing from observations by consumer theorists and attitude strength researchers, the present study seeks to investigate the formation and effect of attitude importance in an experiential setting, spectator sport.Design/methodology/approachThe study adapts a stimulus‐response framework to conduct a structural examination of attitude importance. The investigation includes a multi‐stage sampling procedure that distributed surveys to spectators attending five professional sport matches (n=370).FindingsPath analysis of a multiple indicator‐multiple cause (MIMIC) model revealed that perceptions of technical and functional aspects of the service experience fuel a meta‐attitude of importance. When evident in dual judgments of product interest and brand importance, the construct is able to play a significant role in patron responses.Research limitations/implicationsThese findings offer insight on the nature of importance and its role in moderating spectator behavior. Support for the structural sequence also holds implications for researchers interested in delineating other strong attitudes. However, study findings are limited to hedonic service consumers and await replication in other product settings.Practical implicationsPractical implications consider different mixes of dual judgments and strategies organizations might use to leverage a meta‐attitude of importance in their patrons. Examples of scenario‐based challenges to managing this disposition in the sport industry and in other consumer contexts are discussed.Originality/valueDespite early attention by marketing practitioners on the importance of individual product features, explanations of how a larger meta‐attitude forms and affects customers are rare. The study developed a MIMIC model and used path analysis to address the matter.

Investor Education: What’s Broken and How to Fix It

In this article, the author argues that the traditional approach to investor education has failed and that radical reform is needed. After observing how one group of investors learned far more in experiential settings, the author submits that these investors might be convincing proof that experiential investor education is superior. Signaling good news for the investment advisory industry, the hiring, use, and retention of advisors by these same better-educated investors is stable. This group also expressed positive views of how well served they are by the industry overall. While the ultra-wealthy arguably might have easier access to superior advisors, the author believes that overhauling investor education will benefit all investors, not just the wealthiest.

Is There Time for Student Intellectual Development and Scholarly Pursuits?

Is There Time for Student Intellectual Development and Scholarly Pursuits?

Designing New Technologies to Expand Knowledge and Information Sharing in Internship and Experiential Learning Settings

Designing New Technologies to Expand Knowledge and Information Sharing in Internship and Experiential Learning Settings

Inclusion of Equine-Science Curriculum within an Experiential Learning Setting

Inclusion of Equine-Science Curriculum within an Experiential Learning Setting

(Doing) art as an interdisciplinary didactic principle

It is common to introduce works of art into lessons in primary and secondary schools in order to mediate ideas and theories about subjective realities. Pictures, sculptures, installations are understood to represent insights and imagination, or illustrate shared realities. In this paper we interpret art works as translations of subjective intentions, even theories, in particular experiential settings. An art-work or artistic action that emphasizes its object character as a central theme is especially open to this kind of interpretation. It can serve to generate theories revealed through the senses. In principle, art could be used in schools whenever interdependencies and contexts are the learning focus. In order to show this approach is not dependent on the age range of pupils, this paper offers two practical examples. One took place in the eighth grade of a secondary school, one in the third grade of a primary school.