Students Reflected Research Articles

Methodological Insights About Photovoice as a Pedagogical Tool From Implementation With Graduate Students as Co-Researcher-Participants

Experiential learning is important in preparing the next generation of public health professionals to address health inequities. Students who aspire to work in community health must learn to engage with communities and advocate for change that aligns with community priorities. Learning about Community-Based Participatory Research (CBPR) and related methodologies can facilitate students’ understanding of community engagement and community organizing. Photovoice, a CBPR methodology, provides a unique opportunity to understand the lived experiences of participants while identifying community-led solutions to address public health challenges. Photovoice has been used as a pedagogical tool to engage students as participants in reflection, critical thinking, discussion, and experiential learning. However, the peer-reviewed literature often lacks detailed accounts of methodology, and barriers and facilitators to engaging participants in photovoice. We provide a detailed account of our methodology as we co-learned with 23 graduate students as co-researcher-participants in a photovoice experiential learning project as part of a CBPR course at the University of Illinois Chicago School of Public Health. Students reflected on their experience with the methodology by completing a series of fieldnotes while participating in photovoice. Fieldnotes were analyzed using an iterative inductive coding process. We present five themes from student reflections that convey barriers and facilitators to engaging in photovoice, and share related recommendations for using photovoice as a pedagogical tool to prepare the next generation of public health professions.

The student voice on integrative teaching and learning of academic literacy at a South African university of technology

Academic literacy skills are universally considered as a valuable and integral part of academic development in higher education, yet they often remain peripheral to or are completely absent from many qualifications. At the presently selected institution, there is little consensus on the most effective model to design for and implement as far as academic literacy is concerned, and whether this should be embedded within core curricula, or as a stand-alone, credit-bearing subject. Conspicuously absent in conversations on this matter however, is the student voice, which is what the present study seeks to draw on. An analysis of students’ reflections on an integrated model of learning and teaching of academic literacy was evaluated, where the skills are taught within the context of an academic discipline. The academic literacy component was embedded within a single course taught in a Biotechnology qualification. Upon completion of the learning activities, ten students were interviewed, and a questionnaire was administered to a further fifteen students, to gauge feedback on the usefulness of the integrated model of academic literacy. We report that the pedagogy improved and enriched the overall learning experience. Students reflected that the approach enabled better access to Biotechnology content and made the discourse of the discipline more explicit, as they unlocked academic literacy skills, compared to if an academic literacy course was taken alone. More broadly, the study highlights the need to draw on student reflection and experiences in the design and implementation of pedagogies and the value of remaining responsive to student voices.

Using Design Thinking to Solve Real-World Problems

This paper presents an innovative pedagogical model that incorporates components of team-based learning, problem-based learning, and design thinking in the context of a community-engaged applied learning experience. Students participating in this project build 21st century skills needed to be successful in their future educational and career pursuits. Undergraduate sociology and master's level social work students partnered with community organizations to solve a real-world problem for that organization. They were coached through the process by their instructors. Before participating in the project, students reflected on what they hoped to get out of the experience. After completion, they reflected on the process and what they learned. Analyzing student reflection papers, we found three themes: excitement and fears, challenges and opportunities, and personal and professional growth. We conclude by describing how instructors can incorporate aspects of this model into their own classroom, and the importance of teamwork skills, design thinking skills, and meaningful community engagement.

A Qualitative Study of Biomedical Engineering Student Critical Reflection During Clinical Immersion Experiences.

Clinical immersion experiences provide engineering students with opportunities to identify unmet user needs and to interact with clinical professionals. These experiences have become common features of undergraduate biomedical engineering curricula, with many published examples in the literature. There are, however, few or no published studies that describe rigorous qualitative analysis of biomedical engineering student reflections from immersion programs. Fifteen reflection prompts that align with program learning goals were developed and structured based on the DEAL model for critical reflection. Undergraduate participants in a summer immersion program responded to these prompts throughout five weeks of clinical rotations. Data from two summer cohorts of participants (n = 20) were collected, and thematic analysis was performed to characterize student responses. Students reported learning about key healthcare topics, such as medical insurance, access to healthcare (and lack thereof), stakeholder perspectives, and key medical terminology and knowledge. Most reflections also noted that students could apply newly gained medical knowledge to biomedical engineering design. Further, clinical immersion provided students with a realistic view of the biomedical engineering profession and potential areas for future professional growth, with many reflections identifying the ability to communicate with a variety of professionals as key to student training. Some students reflected on conversations with patients, noting that these interactions reinvigorated their passion for the biomedical engineering field. Finally, 63% of student reflections identified instances in which patients of low socioeconomic status were disadvantaged in health care settings. Clinical immersion programs can help close the gap between academic learning and the practical experience demands of the field, as design skills and product development experience are becoming increasingly necessary for biomedical engineers. Our work initiates efforts toward more rigorous analysis of students' reactions and experiences, particularly around socioeconomic and demographic factors, which may provide guidance for continuous improvement and development of clinical experiences for biomedical engineers.

Building partnerships with local schools.

Medical schools have a responsibility to support their students in developing an understanding of the complex concepts of a 'VUCA' (volatile, uncertain, complex and ambiguous) world. To achieve this, service learning approaches have been increasingly successfully employed for students to learn through participating in activities addressing local community priorities. Sharing outcomes and lessons from such programmes is essential for advancing service learning. We present the evaluation of a new service learning module co-designed at Imperial College London with local schools and wider stakeholders. Students partnered with local schoolteachers to design and implement inclusive science-based after-school sessions for secondary school pupils. The module aimed to foster critical reflection on social accountability, power and privilege whilst encouraging aspirations for higher education in school pupils. Our evaluation draws on the perspectives of stakeholders in the first iteration of the module in 2021. Qualitative data were collected through university student reflections, presentations and debriefs (n= 20); semi-structured interviews with schoolteachers (n= 6); and questionnaires with wider stakeholders (n= 6). The evaluation revealed mutual benefits, as students reflected on their own societal roles, whilst considering the complexities of concepts such as inclusivity, power and privilege. Schoolteachers highlighted students' impact as inspiring role models for pupils, fostering aspirations for higher education. This module provides a replicable framework for supporting students in developing their reflections on their role in our VUCA world whilst addressing the priorities identified by local schools. The evaluation highlighted the importance of working collaboratively with community stakeholders when embarking on service learning projects.

A lesson plan revisiting the Eratosthenes experiment to teach the seasons inductively from a space-based perspective

This paper presents a lesson plan designed to teach seventh-grade students about the seasons and reflections of the students using an inductive approach from a space-based perspective. The plan establishes students’ prior knowledge of the topic and continues with the Eratosthenes experiment as a central experience. Eratosthenes experimented in the 250s BC and calculated the Earth’s circumference during the summer solstice in the Northern Hemisphere. Teachers used this experiment as a practical learning tool to teach the concept of seasons using the inductive method. Eleven seventh-grade students from Turkey, thirty middle-grade students from Indonesia, and their science teachers participated in the study. The students conducted the Eratosthenes experiment in vernal equinox in Turkey and Indonesia and calculated the circumference of the Earth. The measurements were taken in the experiment from a space-based perspective. After conducting the Eratosthenes experiment, the students reflected on their experiences. They discussed the connection of the experiment to the causes of the seasons. Afterwards, teachers conducted direct instruction and problem-solving activities related to the seasons. Reflections from student experiences and experiments were discussed. The study concluded that the lesson plan involving the Eratosthenes experiment provides an in-depth experience for students and enhances their understanding of the factors related to the space-based perspective.

Cultivating a Digital Promise: Promoting Reflective and Reflexive Activities to Enhance Self-Directed Learning for the 21st Century

Self-directed learning skills are known to influence successful learning outcomes in a higher education environment. Moreover, first year students entering higher education lack self-directed learning skills, as these are not always developed at school level. A digital promise tool was used for a first-year student cohort to reflect on their personal learning experiences and behaviour over a period of two semesters. The researchers used the augmented community of inquiry as the theoretical framework in this study, focusing on the student learning presence. Two cycles of data were collected using student reflective and reflexive responses. The first cycle included developing a digital promise, where students reflected on their typical learning behaviour and commitments during their journey. After this cycle, opportunities were given for students to adjust their digital promise for the second semester. The results from the student reflections indicated an increase in self-motivated and self-directed student learning during the second semester.

Distance and presence in interdisciplinary online learning. A challenge-based learning course on sustainable cities of the future

ABSTRACT Addressing complex sustainability issues in higher education requires the combination and integration of various disciplines, perspectives and approaches. Challenge-Based Learning (CBL) can support interdisciplinary collaboration on sustainability issues. It requires students to actively explore, discuss, reflect on and integrate information and methods from various disciplines. Online learning could enhance interdisciplinary collaboration since it is associated with greater geographical and educational flexibility and accessibility. Applying an active learning approach such as CBL in an online setting is believed to support interdisciplinary learning and collaboration. We present a case study that took place in a 10-week online interdisciplinary, inter-university undergraduate course on sustainability education. Our research is based on well-known online learning theories “Transactional distance” and “Community of Inquiry” (CoI). The aim of this study was to investigate how transactional distance, presence and (online) interdisciplinary learning are perceived by students. 23 undergraduate students from three universities were enrolled in the course. Quantitative survey data (N = 13) and qualitative data from student reflection papers and interviews (N = 15) were collected. Students perceived low levels of transactional distance and high levels of presence. Unexpectedly, a small increase in perceived distance between students was measured which could be explained by reported limitations of the course design. Students valued the open, interactive and creative character of the course and the online format was not perceived as hindering. Students reflected on interdisciplinary competences that they developed during the course. This study is a first step towards future national as well as international interdisciplinary, inter-university educational collaboration on sustainability issues.

Evaluating an interprofessional pharmacy and dental hygiene case-based learning activity with student reflections

Background and purposeInterprofessional collaboration between dentistry and pharmacy has great value but is often lacking in didactic and experiential education, particularly in dental hygiene programs. Educational activity and settingA case-based interprofessional assignment was implemented into the dental hygiene curriculum. Students reflected on their experiences and completed the International Collaborative Competencies Attainment Survey (ICCAS) to assess changes in self-reported interprofessional competencies following the activity. FindingsReflections revealed knowledge gain themes, with medication-related oral health concerns most frequent (53), followed by systemic adverse effects of medications (31), impact of systemic health on oral health (21), drug-drug interactions (17), and drug information (2). Additionally, students identified both future plans to collaborate with a pharmacist (25) and application of clinical knowledge gained (25). Scores from the ICCAS increased significantly in most of the domain statements following the interprofessional activity. DiscussionThis interprofessional education (IPE) activity increased student knowledge of the pharmacy profession and provided an experience with interprofessional communication. Students identified the impact of medications on oral health, as well as the value of interprofessional collaboration and communication. SummaryThis IPE activity positively impacted student perceptions of interprofessional collaboration with pharmacists.

Afterthought and mirroring in the entrepreneurial classroom

While student reflections is considered one of the key components in entrepreneurship education the term reflection is often widely perceived. Using Illeris we analyze data from two planned reflective “Pit Stop” workshops in an entrepreneurship course where the students reflected on the realization of ideas, educational settings and socio-cultural meanings. The results show how these reflections can be distinctively understood as an interplay of more immediate experiences and as “afterthought” and “mirroring”. Afterthought makes us see an external scale in the entrepreneurial process, for instance the functional side of an idea, while mirroring directs us to see when a personal, internal scale is used reflectively. These distinctions challenge reflection as a more general applied term and it unfolds learning gains and difficulties practicing reflection in a more detailed light when moving from the immediateness of ideas to afterthought and mirroring in a wider societal perspective. The reflective practice from the Pit Stop proposes another way to have reflective conversations with students about assumptions and norms in relation to the entrepreneurial setting and the wider sociocultural interplay they are engaged in. Our findings address the current gap on how students develop and explicate reflective thinking in their entrepreneurial learning process.

The role of ethical care in the geosciences: examining the perspectives of geoscience undergraduates

Training students to become ethical geoscientists has generated significant interest, particularly when confronted with the need to consider geoscience practice in light of geo-technological advances and environmental issues associated with resource extraction, pollution, and climate change. In this research, we examine from the perspective of student geoscientists what it means to be an ethical geoscientist. As part of a sedimentology course that explicitly taught ethics through experiential learning, students reflected on what it meant to be an ethical geoscientist. The student reflections (N = 37) collected at the beginning and end of the semester were analyzed using thematic analysis and interpreted. We used an ethics of care framework to generate three themes which described attentiveness to care, responsibility for care, and competency to provide care. First, attentiveness to care described the act of recognizing one’s own need and the need of others and making intentional efforts to address those needs. Student reflections revealed that attentiveness to one’s integrity and reflecting on one’s own actions in their interactions are important characteristic of an ethical geoscientist. Second, responsibility for care described the recognition of the need to care for the things with which we interact. Students described that being responsible for societal and environmental needs, such as promoting scientific literacy and guarding other species, are the hallmarks of an ethical geoscientist. Finally, competency to provide care described the availability of effective knowledge, skills, and materials to ethically provide care. Student reflections captured competencies related to scientific practice in ensuring data precision, accuracy, and maintaining caring and ethical relationships with colleagues as ethical geoscience characteristics. We suggest instructional strategies that explicitly teach ethics and critical reflection to foster students’ sense of care and interest in geology both as a science and ethical practice.

Enhancing management education: How do experiences outside the classroom matter?

We use principles of participatory action research (PAR) to investigate differences in learning by business students resulting from an experiential course in their curriculum. Our research is framed by Fink's (2013) learning framework classifying student learning into cognitive and behavioural dimensions. As part of PAR, the students participated in this type of action learning through engaging with a community, reflecting on their experiences and participating in the research process. Through a content analysis that explores student learning reflections through the lens of Fink's taxonomy, we explore learning that is linked to the development of humanistic management. We compare how course delivery methods impact the learning of the students and how this difference is manifested along the human dimension. We find that a field-based experiential learning course provides a different learning experience, richer in the humanistic perspective than a traditional on-campus lecture. As part of the PAR, students reflected on their significant learning experiences a year after their initial experiences and demonstrated learning along the human dimension that had lasted and influenced their career decisions. We contribute to the literature on experiential learning in the context of a business curriculum by expanding the importance of place-based learning as a way of learning humanistic principles. We find that over time, students reflect more on behavioural rather than cognitive experiences.

A Study of Ungrading in Upper-level Political Theory Courses

This paper presents results from qualitative student reflections from three upper-level courses taught using the “ungrading” pedagogy. This is a pedagogy that emphasizes student learning and self-evaluation by omitting quantitative grades, replacing them with a structure where students evaluate themselves and define their own grades for the course. This work draws on comments taken from student reflections and personal accounts of the course design and outcomes presented as a comprehensive reflection on the pedagogy. The goal of these reflections is to present the advantages and challenges of using such a system and a firsthand account for instructors who are interested in alternative grading schemes. Overall, students found ungrading to be initially worrying, but ultimately rewarding. Student work improved and individual students reflected on the innovative nature of the class, providing concrete suggestions for future iterations.

The Impact of Perinatal Loss Nursing Simulation among Undergraduate Students.

Providing careful and proper care for women experiencing perinatal loss is essential. Nurses and nursing students must be sufficiently prepared to provide adequate care. Caring for women who experienced a perinatal loss requires special education and instruction, but little is provided to nursing students. This study aimed to investigate the impact of simulation education directed toward caring for women with perinatal loss. A single-group pretest posttest study design was adopted. A convenience sample of 77 undergraduate students participated in the study. The nursing students’ nursing anxiety, confidence for clinical decision-making, communication competence, and simulative effectiveness were measured before and after the simulation. In addition, we asked students open-ended questions. No significant differences were noted in variables. However, the rank order of simulation effectiveness and result of open-ended questions had some noteworthy implications. Although there was no significant effect in results, simulation education about the perinatal loss was helpful for nursing students. Nursing students reflected on perinatal loss situation and learned that they should provide empathetical therapeutic communication based on needs of women with perinatal loss. To assure its effectiveness and to include optimal program content, a need exists to measure student reflection before and after the simulation. To fully guide and support women and their families with perinatal loss, providing standardized care is needed and in order to do that, standard for educational program regarding perinatal loss needs to be developed and delivered to nursing students as well as nurses.

Student pharmacists' perspectives on health equity following a co‐curricular activity

AbstractIntroductionIncreasing awareness of the social determinants of health and their effect on health disparities is essential to developing clinicians prepared to practice in today's health care environment. Co‐curricular programs often include service learning, which provides an opportunity for students to advance their learning on health equity.ObjectivesDescribe student learning using reflections written after participation in a health fair that provided free health services to the homeless population in the downtown area of a metropolitan city.MethodsOpen‐ended responses from a standardized post‐activity reflection exercise were content analyzed for key themes. Data were analyzed with immersion‐crystallization qualitative methods.ResultsA total of 14 reflections were included with four themes emerging. First, students applied concepts related to the social determinants of health and identified barriers to accessing health services for underserved patient populations. Second, students reflected on how language and other elements of communication supported positive patient interactions. Third, students demonstrated self‐awareness, which included personal and professional growth, through observations and interactions with community members. Fourth, students reflected on the importance of trust and mutual respect within the patient‐provider relationship.ConclusionPublic health outreach is a frequent component of co‐curricular programs and service learning. Student reflections demonstrated how engagement in an activity focused on an underserved population increased awareness of the social determinants of health and health equity, as well as resulted in self‐awareness and growth as future health care professionals. Future research should further examine what learning occurs across a broader scope of service activities with the long‐term goal of fostering engagement and empowering students to actively address health disparities.

Preparing the Future Nutrition Professional: A Summer Internship Case Study Examining Food Systems

ObjectivesEvaluate the effectiveness of a virtual food systems internship to enhance nutrition undergraduate professional skill development and project management skills management skills. MethodsA total of five students participated in a 14-week internship via Zoom with sessions led by academic and industry professionals. Presenters provided an overview of the food system relative to their roles and function within the production of food and processing of ingredients. The virtual format allowed the students to network with experts from across the United States and to learn how to learn together. Students engaged in independent project-work and research culminating in student-led seminars to address barriers and opportunities in the food system. Students evaluated presentation styles to support development of their skills through exposure to agriculture, business, consumer, and regulatory topics. Each week students participated in facilitated dialogue to critique the presenters and communicate research findings and project progress. In addition, students reflected on how the materials and presentation impacted development of their transferable skills in the areas of communication, project management/leadership, interpersonal and intrapersonal skills, and self-management. ResultsStudents were introduced to the pre-farm to consumer food system broadening their understanding of the role of nutrition in food production. Based on a thematic analysis of student reflections, the themes identified include skill development in confidence, communication, working towards collective goals, and appreciation for the flexibility of the virtual format. ConclusionsDespite the impact of COVID-19 on education and training, we found that a successful internship can be conducted virtually such that students gained confidence in their ability to communicate concepts related to industry projects and production. Future work should continue to bridge the university-industry training gap. Funding SourcesNone.

Student Reflections on Shared Trauma: One Year Later

In March of 2021, as the world marked the first anniversary since COVID-19 altered our reality, graduate social work students in Dr. Carol Tosone’s Evidence-Based Trauma class at NYU considered the challenges of learning about trauma treatment while simultaneously living through a global trauma. Students reflected on their home lives, school experiences, field placements, mental health challenges, feelings of burnout, and the added complexities of racial disparities and injustices. Students also shared their coping mechanisms and hope for the future. This paper aims to provide insight into their varied experiences while relating their struggles and demonstrating their pathways toward resiliency.

“Rhythm of the Night”: Medical student reflections on overnight trauma call

IntroductionOn their surgical clerkship, students reflected on their experience on a traditional overnight call. We explored whether perceived learning experiences differ between students who identify surgical specialties as their career compared to those who do not. MethodsMedical students participated in traditional call at a Level 1 Trauma Center and submitted guided reflections. Reflections were coded using thematic analysis. We used Epistemic Network Analysis to compare codes based on matched specialty. Results418 students submitted reflections between 2016 and 2019.95% learned something on call they could not have during daily services. Students who matched in surgical specialties connected more call learning experiences to formation of student agency through individualized teaching experiences and awareness of stamina. ConclusionsMost students found participation in overnight call valuable, and professed increased awareness of their skills and future residency duties. Results indicate students who matched in surgical specialties had more formative experiences on call.

Use of a Team-Based Video Simulation to Complement a Lecture in Motivational Interviewing to Develop Students' Initial Attitudes and Skills.

Background: Motivational interviewing (MI) is increasingly recognized for its patient-centered approach to clinician-patient communication and often effective in evoking appropriate changes in patient behavior. Doctor of Pharmacy (PharmD) programs are increasingly incorporating MI education; however, doing so represents a challenge regarding availability of both time and labor capital. Case Description: This study reports on the use of a 90-minute software-based simulation and tutorial coupled with a 90-minute lecture in a 3-hour course session. In a subsequent session consisting of several brief interactions with standardized patients (SPs), students reflected upon their strengths and challenges as a result of attempting to apply the MI principles they learned during the educational intervention. Case Themes: Students' responses to a questionnaire delivered both before and after the simulation and lecture, showed improvements in several attitudinal components related to use of MI, as well as developing self-efficacies in deploying patient-centered communication strategies. A post-intervention survey without students' opportunity to study/prepare saw gains in student knowledge about MI. Case Impact: The measurements employed to determine student's attitude and knowledge showed good to very good internal consistency reliably based on calculated Cronbach's alpha and KR-20. Student reflections indicated their understanding of MI principles, even though they fell short of implementing them in large part during their encounters with SPs. Conclusion: Use of a video simulation undergone by teams of PharmD students coupled with a brief lecture might be an effective and efficient way of building a foundation for MI competency among PharmD students where instructors might lack labor capital and significant space in the curriculum.

THE IMPACT OF AWARENESS OF ASSESSMENT CRITERIA ON PERFORMANCE OF STUDENTS IN GROUP ACTIVITIES.

Introduction: In higher education, outcome based approach to teaching is the dictum. Assessment criteria should be designed to ensure that learning takes place at the level appropriate to the assigned skill. Students when familiarised with the assessment criteria results in self-motivated approach to attain that skill.The objective of the present study is to determine the impact of awareness of assessment criteria on the performance of students in group activities. Materials and methods:100 phase one MBBS students were included in the study.Whole batch was divided into 15 small groups and each group was given a problem based question to discuss.The role of each participant in the group was assessed by assessors using specified assessment criteria. Assessment was done in two phases. In the second phase students were made aware of the assessment criteria. Reflections of students regarding the assessment criteria were also collected. Results:The scores obtained after the students were aware of the assessment criteria was higher and the difference was found to be statistically significant. Majority of the students reflected on the positive impact of being aware of the assessment criteria. Conclusion: Knowing about based on what criteria a candidate is being assessed motivates the student to perform better.In activities which was not assessed earlier the approach of using an assessment criteria and making the student aware of it would definitely assure better performance.