Important Learning Outcomes Research Articles

Identifying learning outcomes for a Canadian pedology field school: addressing the gap between new graduates’ skills and the needs of the current job market

To address concerns among members of the Canadian Society of Soil Science (CSSS) regarding the discipline’s capacity to train new soil professionals, specifically in pedology and field skills, members of the CSSS’s soil education and pedology committees have proposed to develop a pedology field school. To aid in the selection of learning outcomes that are relevant to professional practice, an online survey was sent to Canadian soil professionals within private industry and governmental organizations. Professional feedback was also requested regarding the creation of a web-based national soil education resource and the certification of soil pedological skills. According to the survey results, the quality of new graduates’ pedology and field skills was perceived as poor. Certain soil field skills and knowledge were thought to be either completely absent from the current Canadian curriculum (e.g., spatial variability of soil processes), or not well mastered by graduates (e.g., interpreting soil survey reports). Important learning outcomes were identified, such as interpreting soil survey information, soil mapping, and soil-landscape classification with soil description–classification and soil genesis content needed as a refresher. Taking into consideration existing regional field schools, we recommend that the CSSS co-create, where needed, and coordinate, where they already exist, regional pedology field schools throughout Canada. We also propose that the CSSS develop a national pedology certification and a web-based soil education resource. Also, further study is necessary to shed light on the contribution of non-disciplinary graduates to the professional practice and the impact this has on the perception of soil education in Canada.

Measuring professional nursing value development in students participating in international service learning: A quasi-experimental study

BackgroundInternational service learning is becoming widely used in nursing education as a means to provide global learning opportunities as well as part of a clinical learning experiences. Concrete outcomes for these experiences have not been clearly supported in previous research. Professional nursing values are an important learning outcome for nursing students and development of professional nursing values has been found to occur through various learning experiences. Determining if international service learning experiences facilitate the development of professional nursing values can support the use of international service learning as a viable pedagogy. ObjectiveThe purpose of the study was to determine if there was a difference in professional nursing values development in students who participate in international service learning as part of their clinical experiences compared to those who do not. DesignThe research was a quasi-experimental study with a pre-test, post-test design. Setting/participantsUndergraduate students participating in one week international service learning as part of their clinical hours were compared with students who did not participate in international service learning. MethodsComparison of professional nursing values development between the experimental and control group was completed using the Nurses Professional Values Scale. ResultsThe study showed the use of international service learning as part of clinical was at least equivalent in the development of professional nursing values as traditional clinical. In addition, it supported the development of professional nursing values through clinical learning overall. ConclusionThe use of international service learning is a viable option for clinical experiences as a means to develop professional nursing values.

Defining Critical Thinking Across Disciplines: An Analysis of Community College Faculty Perspectives

Although faculty agree that critical thinking is an important learning outcome for college courses, experts disagree on how to define and conceptualize critical thinking. Some researchers see it as a general skill, similar to reading or mathematics. Others see it as highly specific to each academic discipline, with critical thinking in one discipline being qualitatively different than critical thinking in another discipline. However, researchers to date have not yet tried to conceptualize how critical thinking might systematically vary across disciplines. The purpose of this study was to gather definitions of critical thinking from faculty in a range of disciplines and compare these domain-specific definitions to each other. Across disciplines, faculty defined critical thinking as applying knowledge to new situations, considering different viewpoints, evaluating options and evidence, and having a critical thinking disposition. The article concludes with suggestions for fostering critical thinking skills in general education courses.

The Learning Process of Social Work Students After Exposure to an SBIRT Training

ABSTRACTTo better understand how to train social work students on Screening, Brief Intervention, and Referral to Treatment (SBIRT) we tested a path model of students’ learning processes for SBIRT principles. We proposed the following model for the development of students’ SBIRT aptitude: (a) reductions in negative stereotypes about substance usage would lead to (b) increases in the identification of appropriate SBIRT practices, producing (c) gains in commitment toward working with substance users, resulting in (d) greater self-efficacy toward SBIRT practice. Using student test data for analysis (N = 226), the results of structural equation modeling indicated that a model consistent with the proposed theory fit the data well (χ2(2) = 1.45, p = .484, root mean square error of approximation = .00, 90% confidence interval [.00, .12], standardized root mean square residual = .01; comparative fit index = 1.0). Such results suggest that when training students on SBIRT, dispelling myths about substance use might be an important antecedent for the promotion of other important learning outcomes.

Education and Training: Perceived educational impact, ­challenges and opportunities of hospice placements for foundation year doctors: a qualitative study

Foundation year one doctors (F1s) are expected to recognise and care for dying patients, but previous studies have found they can feel unprepared, stressed and unsupported when faced with such situations. Although hospice placements can provide good experiential learning for junior doctors, no studies to date have included F1s. This study used an interpretivist approach to explore educational opportunities and challenges in hospice placements from an F1's perspective. Six F1s who had recently completed hospice placements were interviewed individually. Data analysed qualitatively showed that F1s valued informal experiential learning and felt well supported by senior doctors. The most important learning outcome was the acquisition of enhanced communication skills and challenges included the risk of becoming medically deskilled. F1s felt their medical practice had changed as a result of hospice placement, most commonly in communication skills and recognition of the dying phase. The author recommends increased utilisation of hospice placements in foundation training programmes.

An Educational Framework for Healthcare Facility Management: Preparing Future Professionals

ABSTRACT Purpose— The purpose of this research is to better understand learning outcomes essential for college students to be effective entry-level healthcare facility managers, establishing a healthcare FM education framework to further open FM academic programs as a sustainable source of new talent for the healthcare FM industry. Design/methodology/approach— A Delphi method was used for this research to draw upon the collective knowledge and experience of 13 experts over three iterative rounds of input. Phone interviews were also employed. Findings— This study shows that gaps exist in student learning outcomes for a comprehensive healthcare FM education; key technical topics specific to the healthcare industry are not being addressed by organizations accrediting construction and facility management academic programs. Many of these student learning outcomes could be readily combined into existing learning outcomes or used to develop a comprehensive healthcare FM education covering accreditation, regulatory and code compliance, infection control, systems in healthcare facilities, healthcare construction project management and methods, and clinical operations and medical equipment. Interestingly, academics in the field of FM generally disagree with industry professionals that these technical topics are important student learning outcomes. Consequently, FM academics prefer to teach students general FM principles with the expectation that specific technical knowledge will be gained in the workplace after graduation from college. Nevertheless, candidates attempting to enter healthcare FM without industry specific knowledge are disadvantaged due to industry perceptions and expectations. University-industry linkage must be improved to successfully attract students into the field of healthcare FM and open colleges and universities as a sustainable recruitment source in helping address FM attrition. Originality/value— This paper is valuable in establishing a healthcare FM education framework to elucidate college student learning outcomes upon graduation for successful employment as an entry-level healthcare facility manager. These student learning outcomes provide a framework for healthcare FM education to be used by industry and academia in preparing future professionals.

Dental students' perceptions of learning communication skills in a forum theatre-style teaching session on breaking bad news.

Communication skills are an integral component of dental undergraduate education. Due to the complex nature of these skills, didactic teaching methods used in other educational contexts can be limited. Interactive and participative methods rooted in modern adult learning theories, such as Forum Theatre, may be more effective in the teaching of communication skills. To explore the usefulness of Forum Theatre in teaching clinical undergraduate dental students how to break bad news to their patients. A purposive sample of 4th-year undergraduate dental students was invited to participate. An evaluation questionnaire was given to the students and collected after the Forum Theatre interactive session. Participants were asked to provide self-reported accounts on the most and least useful parts of the session, as well as the most important learning outcome. Usefulness of the session in clinical work, increasing confidence and ability in breaking bad news, were evaluated via a 5-point Likert-scale type question. Qualitative data were analysed using Framework Analysis to explore the themes found in the open-text component. Descriptive statistics were used to analyse the Likert-scale items. One hundred and fifteen completed questionnaires were collected from the 2015 and 2016 classes. Most students gave the Forum Theatre session a rating of 3 or above on a 5-point Likert scale; indicating that they found it useful. Qualitative results also showed that most participants liked the teaching session thanks to its interactive nature, the use of actors and the input of the facilitators. The majority of students showed preference towards smaller groups which give everyone equal opportunity to participate without unnecessary repetition. The results seem to confirm previous findings. Students rated their learning experience involving Forum Theatre favourably. Smaller groups and trained facilitators are required for the success of this teaching method. Further research is needed to assess the long-term educational benefits of Forum Theatre.

A Team Health Self-Assessment Tool and Workshop for Engineering Student Teams

The ability to work in teams is an important learning outcome for graduating engineering students. There are, however, limited intentional and structured teaching opportunities through which engineering faculty can instruct students on effective team behaviours.In this paper, we describe a workshop in which student teams self-assess and create a plan to improve their team processes. Students first complete individual surveys, reflecting on their perceptions of the effectiveness of their teams. Individual responses are then aggregated at the team level, with each team receiving summary team scores. A structured in-class activity provides teams with an opportunity to reflect on effective and ineffective team processes, share strategies and best practices with other teams, and develop plans for improvement.Multiple deliveries of the module in various engineering programs, including in a capstone design course, have shown that the module is an effective tool for teams to self-assess and self-correct.

The predictors of academic interest: fluid intelligence, openness, and their interaction

The importance of academic interest has been emphasised in education, both as a construct influencing achievement, and as an important learning outcome. However, psychological predictors such as personality and intelligence that characterise students who become interested in coursework are often neglected. The present study examined the influences of fluid intelligence (Gf) and Openness on academic interest in a large sample of Chinese secondary school students (N = 836). Latent variable models found that controlling for age and gender, Openness significantly predicted interest in Chinese, mathematics, and English, whereas Gf only significantly predicted Chinese interest. Beyond the main effects, Gf and Openness also had an interaction effect on academic interest but only for Chinese. The findings represent an important contribution to understanding the psychological predictors of academic interest, although the effect sizes were relatively small.

Characterizing lab instructors’ self-reported learning goals to inform development of an experimental modeling skills assessment

The ability to develop, use, and refine models of experimental systems is a nationally recognized learning outcome for undergraduate physics lab courses. However, no assessments of students' model-based reasoning exist for upper-division labs. This study is the first step toward development of modeling assessments for optics and electronics labs. In order to identify test objectives that are likely relevant across many institutional contexts, we interviewed 35 lab instructors about the ways they incorporate modeling in their course learning goals and activities. The study design was informed by the Modeling Framework for Experimental Physics. This framework conceptualizes modeling as consisting of multiple subtasks: making measurements, constructing system models, comparing data to predictions, proposing causes for discrepancies, and enacting revisions to models or apparatus. We found that each modeling subtask was identified by multiple instructors as an important learning outcome for their course. Based on these results, we argue that test objectives should include probing students' competence with most modeling subtasks, and test items should be designed to elicit students' justifications for choosing particular modeling pathways. In addition to discussing these and other implications for assessment, we also identify future areas of research related to the role of modeling in optics and electronics labs.

The role of failure in learning how to create in art and design

There is evidence that failure can contribute to creativity, but there has been no research on whether failure plays a role in teaching and learning how to create. In this paper, I examine the role of failure in teaching and learning in professional schools of art and design, where creative practice is an important learning outcome. In the course of ethnographies at two professional schools of art and design, I interviewed professors and observed their classes to explore their pedagogical beliefs and practices. Using a grounded theory methodology to analyze this qualitative data, I found that failure is an important aspect of pedagogy in both art and design disciplines. The grounded theory methodology resulted in the identification of six emergent themes that elaborate how art and design pedagogy incorporates failure to foster creative learning outcomes.

How Can Service-Learning Prepare Students for the Workforce? Exploring the Potential of Positive Psychological Capital

Although service-learning increases several important development and learning outcomes in college students (Yorio & Ye, 2012), it is not clear whether service-learning is better preparing these students for their future careers (Gray, Ondaatje, Fricker, & Geschwind, 2000). To better understand the influence of service-learning on student development, an exploration of a leadership service-learning course and an important workplace attribute, Positive Psychological Capital, are theoretically explored.

Cultivating characters (moral value) through internalization strategy in science classroom

It is still in a crucial debate that characters play an important learning outcome to be realized by design. So far, most people think that characters were reached as nurturance effect with the assumption that students who are knowledgeable and skillful will have good characters automatically. Lately, obtained evidence that this assumption is not true. Characters should be taught deliberately or by design. This study was designed to culture elementary school students’ characters through science classroom. The teaching-learning process was conducted to facilitate and bridge the students from the known (concrete images: Science phenomena) to the unknown (abstract ideas: characters: care, and tolerance. Characters were observed five weeks before and after the intervention. Data were analyzed from observation of 24 students in internalization strategy-based courses. Qualitative and quantitative data suggested that the internalization strategy that use of science phenomena to represent abstract ideas (characters) in science classroom positively cultivating characters.

Authentic Assignments in Translation Studies –Building a Bridge between Theory and Practice

[full article, abstract in German; abstract in English]
 This article focuses on the findings of my doctoral thesis, which looks at the use of authentic assignments in translator training. The aim of my research project was to develop a robust, but at the same time flexible model that can be transferred to other contexts in Translation Studies.
 The research work is divided into two parts: a theoretical part and an empirical-analytic part. The main topic of the theoretical part is a chapter (chapter four) that discusses professional translating as the most important learning outcome of translator training. The focus of the empirical-analytic part is on documentary class observation divided into three different phases: preparation, implementation and evaluation.
 Nowadays, it is regarded appropriate to use authentic assignments in translation classes, because they provide students with practical relevance (by giving them the impression of how a professional trans-lator works). At the same time, these kinds of assignments increase the motivation of the students. Nevertheless there is a significant difference between translations done in university classes and the practice of

Medical students’ perspectives on the anatomy course at the University of Zimbabwe

Background. Traditional academic-led anatomy teaching methods, such as didactic lectures and cadaver dissections, are on the decline, as more student-led teaching methods are being adopted. Objectives. To assess medical students’ perspectives on the teaching objectives achieved by traditional teaching methods (lectures, cadaver dissections and tutorials) used in the anatomy course. Methods. A cross-sectional survey comprising a matrix questionnaire was performed among selected 1st-year - 5th-year medical students, using stratified random sampling. The students were requested to select a score between 0 and 5 to represent the fit between the learning outcome and the teaching method, with 0 being no fit and 5 representing a perfect fit. Results. Lectures had the highest mean score of 3.871 for the ability to provide medical vocabulary. Cadaver dissection had the highest mean score of 3.488 for its ability to develop team skills. The highest mean score of 3.415 for all three teaching methods combined was recorded for the learning outcome relating to imparting an anatomical foundation, while the lowest mean score of 2.731 was recorded for the development of skills in order to follow complicated instructions. However, no teaching method had an excellent fit (mean ≥4.5) with any of the teaching objectives. Conclusion. The study showed that the three teaching methods being used in the anatomy course were, to a great extent, useful to impart the skills and content base. However, other teaching methods, such as problem-based and team-based learning, have to be considered to achieve the other important learning outcomes.

Measuring intangible outcomes can be problematic: The challenge of assessing learning during international short-term study experiences

Short-term international study experiences, or study tours, aim to increase students’ global awareness, educate and empower them to be productive global citizens, and contribute to their future employability. Learning outcomes from study tours often include intangible personal characteristics or soft skills, as opposed to specific disciplinary skills and knowledge, and yet, these are not easily identified. Using an iterative Delphi process, this study aimed to understand the pedagogical experience of tour leaders (experts) and assist in future development of effective assessment. Findings include four key areas of agreement among the experts: (1) both discipline-based knowledge and the acquisition of intangible personal characteristics are important learning outcomes and are considered to be almost equally important, (2) assessment almost always occurs on tour, (3) formative assessment for learning is predominantly used (rather than learning for summative assessment to test the learning), and (4) facilitated reflection is an important way to encourage learning during a study tour. Yet, the findings also reveal uncertainty about assessing outcomes that include intangible personal characteristics and soft skills. The article concludes with pedagogical implications and recommendations for future research.

Investigating the role of socially mediated metacognition during collaborative troubleshooting of electric circuits

Developing students' ability to troubleshoot is an important learning outcome for many undergraduate physics lab courses, especially electronics courses. In other work, metacognition has been identified as an important feature of troubleshooting. However, that work has focused primarily on individual students' metacognitive processes or troubleshooting abilities. In contrast, electronics courses often require students to work in pairs, and hence students' in-class experiences likely have significant social dimensions that are not well understood. In this work, we use an existing framework for socially mediated metacognition to analyze audiovisual data from think-aloud activities in which eight pairs of students from two institutions attempted to diagnose and repair a malfunctioning electric circuit. In doing so, we provide insight into some of the social metacognitive dynamics that arise during collaborative troubleshooting. We find that students engaged in socially mediated metacognition at multiple key transitions during the troubleshooting process. Reciprocated metacognitive dialogue arose when students were collectively strategizing about which measurements to perform, or reaching a shared understanding of the circuit's behavior. In addition to elaborating upon these findings, we discuss implications for instruction, and we identify areas for potential future investigation.

The Role of Reflection and Reflexivity for Management Research

Repeatedly, reflection and reflexivity have been shown to have beneficial effects for managers, learners, practitioners, and students. However, as a management discipline we still seem to lack a profound understanding exactly how reflexivity and reflection affect these behaviors (i.e., how they work) and why they are so beneficial. In the current symposium, the presenters approach the conceptualization of reflexivity and reflection from different research and historical traditions and thus, illuminate the concepts from different angles. This allows attendees of this symposium to obtain insights into the plurality of different traditions and conceptualizations of these concepts. Furthermore, all of the presentations explore how reflection and reflexivity function and affect important managerial learning process and outcomes. As such, this symposium showcases the wide-reaching impact of reflection and reflexivity in management research and practice.

Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs.

Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy–achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy–achievement and efficacy–course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed.

\u201cNo patient should die of PPH just for the lack of training!\u201d Experiences from multi-professional simulation training on postpartum hemorrhage in northern Tanzania: a qualitative study

BackgroundPostpartum hemorrhage (PPH) is a major cause of maternal morbidity and mortality. In Tanzania, PPH causes 25% of maternal deaths. Skilled attendance is crucial to saving the lives of mothers and their newborns during childbirth.This study is a follow-up after multi-professional simulation training on PPH in northern Tanzania. The purpose was to enhance understanding and gain knowledge of important learning features and outcomes related to multi-professional simulation training on PPH.MethodsThe study had a descriptive and exploratory design. After the second annual simulation training at two hospitals in northern Tanzania, ten focus group discussions comprising 42 nurse midwives, doctors, and medical attendants, were carried out. A semi-structured interview guide was used during the discussions, which were audio-taped for qualitative content analysis of manifest content.ResultsThe most important findings from the focus group discussions were the importance of team training as learning feature, and the perception of improved ability to use a teamwork approach to PPH. Regardless of profession and job tasks, the informants expressed enhanced self-efficacy and reduced perception of stress. The informants perceived that improved competence enabled them to provide efficient PPH management for improved maternal health. They recommended simulation training to be continued and disseminated.ConclusionLearning features, such as training in teams, skills training, and realistic repeated scenarios with consecutive debriefing for reflective learning, including a systems approach to human error, were crucial for enhanced teamwork. Informants’ confidence levels increased, their stress levels decreased, and they were confident that they offered better maternal services after training.