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Student Cohorts (student + cohort)
Selected AbstractsDeterminants of Degree Performance in UK Universities: A Statistical Analysis of the 1993 Student CohortOXFORD BULLETIN OF ECONOMICS & STATISTICS, Issue 1 2001Jeremy Smith First page of article [source] Development pathways in learning to be a physiotherapistPHYSIOTHERAPY RESEARCH INTERNATIONAL, Issue 3 2006Ingrid Lindquist Abstract Background and Purpose.,Few studies have examined the experiences of students' professional socialization in physiotherapy. This international longitudinal study aimed to study experiences of situated learning and change in a student cohort during a physiotherapy education programme.,Method.,A phenomenographic design with semi-structured interviews was carried out with a cohort of physiotherapy students from two sites, strategically selected for variation in gender, age, educational background, work experience and academic level. Interviews were carried out after each of the first five semesters in the programme by a team of researchers. Seventy-six interviews explored students' learning experiences. Analysis identified the variation in experiences seen as important to becoming a physiotherapist.,Results.,Distinct perceptions of professional growth and progression are identified in four pathways of development: ,Reflecting on Practice'; ,Communicating with Others'; ,Performing Skills'; and ,Searching Evidence'. These pathways demonstrate qualitative differences in the focus of learning experiences and preferred learning context, and include learning in a context which supports reflection, learning as agreed by others in a context with patients and other professionals, learning physiotherapy skills in a practice context and learning formal knowledge in a context where theory can be linked with practice.,Conclusions.,In a cohort of students professional growth can be seen in a variety of development pathways. Each shows progress of professional growth in the ,what' as changes in experiences and the ,how' as ways of learning from them. In addition, the pattern of pathways in a cohort may change from one semester to another suggesting individuals may adopt different learning pathways throughout their education. Teaching staff are challenged to consider how they recognize a variation in development pathways in their student cohorts and how they purposefully ensure experiences to guide students through different learning pathways in socialization to become a physiotherapist. Copyright © 2006 John Wiley & Sons, Ltd. [source] Evaluation of a postgraduate training programme for community mental health practitionersJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 2 2005A. N. GAUNTLETT rmn bsc msc Government guidelines on mental health care in England have considerable implications for the level of competency required by the mental health workforce. Implementing these changes requires the widespread introduction of training initiatives whose effectiveness in improving staff performance need to be demonstrated through programme evaluation. This exploratory study evaluates the impact of a 2-year mental health training programme by measuring skill acquisition and skill application, by identifying the key ingredients for facilitating the transfer of learning into practice, and by examining differences in outcome between the academic and the non-academic students. High skill acquisition and application was reported in the majority of interventions, however, low skill application was reported for some key interventions (assertive outreach, dual diagnosis). Statistically significant differences were found between student cohorts in one intervention for skill acquisition (crisis intervention) and two interventions for skill application (client strengths model; medication management). The main ingredients for facilitating transfer were found to be the credibility of the trainers and training alongside colleagues from their own workplace. Some of the possible explanatory factors for these findings are discussed. [source] Retention tracking using institutional dataNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 143 2008Fred Lillibridge This chapter presents a sophisticated approach for tracking student cohorts from entry through departure within an institution. It describes how a researcher can create a student tracking model to perform longitudinal research on student cohorts. [source] Development pathways in learning to be a physiotherapistPHYSIOTHERAPY RESEARCH INTERNATIONAL, Issue 3 2006Ingrid Lindquist Abstract Background and Purpose.,Few studies have examined the experiences of students' professional socialization in physiotherapy. This international longitudinal study aimed to study experiences of situated learning and change in a student cohort during a physiotherapy education programme.,Method.,A phenomenographic design with semi-structured interviews was carried out with a cohort of physiotherapy students from two sites, strategically selected for variation in gender, age, educational background, work experience and academic level. Interviews were carried out after each of the first five semesters in the programme by a team of researchers. Seventy-six interviews explored students' learning experiences. Analysis identified the variation in experiences seen as important to becoming a physiotherapist.,Results.,Distinct perceptions of professional growth and progression are identified in four pathways of development: ,Reflecting on Practice'; ,Communicating with Others'; ,Performing Skills'; and ,Searching Evidence'. These pathways demonstrate qualitative differences in the focus of learning experiences and preferred learning context, and include learning in a context which supports reflection, learning as agreed by others in a context with patients and other professionals, learning physiotherapy skills in a practice context and learning formal knowledge in a context where theory can be linked with practice.,Conclusions.,In a cohort of students professional growth can be seen in a variety of development pathways. Each shows progress of professional growth in the ,what' as changes in experiences and the ,how' as ways of learning from them. In addition, the pattern of pathways in a cohort may change from one semester to another suggesting individuals may adopt different learning pathways throughout their education. Teaching staff are challenged to consider how they recognize a variation in development pathways in their student cohorts and how they purposefully ensure experiences to guide students through different learning pathways in socialization to become a physiotherapist. Copyright © 2006 John Wiley & Sons, Ltd. [source] | ||||||||||