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Student Perspective (student + perspective)

Distribution by Scientific Domains

Medical Sciences	50%
Education	33%
Humanities and Social Sciences	11%

Selected Abstracts

School, Parent, and Student Perspectives of School Drug Policies

JOURNAL OF SCHOOL HEALTH, Issue 3 2007
March 2007 issue of Journal of School Health
No abstract is available for this article. [source]

Student perspectives and opinions on their experience at an undergraduate outreach dental teaching centre at Cardiff: a 5-year study

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2010
C. D. Lynch
Abstract Aim:, Outreach teaching is now regarded as a desirable component of undergraduate dental teaching programmes in the UK. A purpose-built undergraduate dental outreach-training centre was opened in Cardiff in 2002. The aim of this paper is to report student perspectives and opinions on their experience at this unit over a 5-year period. Methods:, Final year dental students at Cardiff University were invited to report their comments on the St David's Primary Care Unit at various times during their placement there. Information was recorded for undergraduate students who commenced final year in 2003, 2004, 2005, 2006 and 2007 (n = 257). Results:, After 1 year, the most common favourable aspects reported by students included the availability of a suitably trained nurse for all procedures (n = 191), ready access to helpful/approachable teaching staff (n = 145), and closeness of learning experience to subsequent practice (n = 122). Many students commented on their growing confidence in their own abilities whilst in the unit. Conclusion:, Overwhelmingly, students reported their enthusiasm for training in an outreach teaching unit, preferring it to traditional dental school environments. Inherent in the comments recorded for each student was a sense of growing confidence in their abilities and development of reflective practice. Further work is needed to identify the impact of this form of dental student training on subsequent practices in Vocational Training and independent clinical careers. [source]

Student perspectives on multiracial identity

NEW DIRECTIONS FOR STUDENT SERVICES, Issue 123 2008
Alissa R. King
This chapter describes the perspectives and experiences of multiracial college students and offers recommendations for institutions of higher education to better support college students who identify as multiracial. [source]

Listening to their stories: Students' perspectives about campus gambling

NEW DIRECTIONS FOR STUDENT SERVICES, Issue 113 2006
Jim Caswell
This chapter explores students' perspectives regarding campus gambling by listening to their gambling-related experiences and stories. Similarly, the chapter presents the perspective of a senior student affairs officer regarding campus gambling. [source]

Students' experience of component versus integrated virtual learning environments

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 4 2005
M. Weller
Abstract The use of virtual learning environments (VLEs) has become increasingly common in most higher education (HE) institutions. Recent developments have proposed the interoperability of software systems and content, to create component VLEs in contrast with the integrated, monolithic ones that are currently prevalent. This paper examines the student experience of two VLEs, one integrated approach and the other component. In general, students preferred the component system, although this may have been influenced by other factors such as performance. Although the study is limited to one cohort of student it makes a number of suggestions relevant to anyone deploying a VLE. These are that the component approach is a viable one from a student perspective, the broader context in which the VLE operates is important in student perception and that poor system performance may have unpredictable consequences for the learning experience. [source]

Introduction: WHAT IS A CULTURAL ANTHROPOLOGY FIELD SCHOOL AND WHAT IS IT GOOD FOR?

ANNALS OF ANTHROPOLOGICAL PRACTICE, Issue 1 2004
Madelyn Iris
A field school experience remains the exception rather than the common experience for most undergraduate and pre-dissertation graduate students in social/cultural anthropology. There are a growing number of programs that describe themselves as anthropology field schools, but fewer that emphasize a research experience and in-depth exposure to ethnographic and other qualitative methods. This bulletin offers detailed descriptions of four types of programs: "problem-focused" field schools, "instructor-driven" programs, "applied" anthropology field schools, and the "study-tour" model. Other chapters include descriptions of the field school experience from the student perspective; a long-term reflection on the influence of the field school summer on career development; the importance of mentorship; the relationship between field schools, service learning, and homestay experiences; ethical issues; and guidelines for choosing a field school. [source]

,Blended' education and the transformation of teachers: a long-term case study in postgraduate UK Higher Education

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2006
Gary Motteram
This paper discusses the role of blended learning in teacher education on a Master's programme at Manchester University. Blended learning is the bringing together of traditional physical classes with elements of virtual education. The paper focuses on one particular module of the degree and attempts to capture students' experiences of using a number of online tools. As our students are primarily in-service teachers, this experience is particularly relevant and equips them to make use of educational technology in the language classroom. Some comparisons are also made with a cohort of teachers studying the programme at a distance. The paper explores a range of issues that currently feature in the adult education literature, namely, deep and surface learning, communities of practice, and the importance of educational dialogue. The paper illustrates how important the blended nature of this module is for the teachers to get a balanced programme that upgrades skills and knowledge, but which also enables them to reflect on past and future practice. A transformative education scale is used to show that teachers can be transformed. The paper is a case study that makes use of data that explore the student perspective on a series of research questions. [source]

A student perspective of the DASER summit

BULLETIN OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE & TECHNOLOGY (ELECTRONIC), Issue 6 2004
Beatrice Pulliam
No abstract is available for this article. [source]

Student perspectives and opinions on their experience at an undergraduate outreach dental teaching centre at Cardiff: a 5-year study

"A Large Object with a Small Museum": A Narrative Analysis of Tlotlo's Experience of an Astronomy Science Center

CURATOR THE MUSEUM JOURNAL, Issue 3 2009
Anthony Lelliott
We illustrate the power of narrative in illuminating the importance of the student's perspective in understanding the conditions for learning in a museum setting. Using principles of narrative presentation, the paper describes Tlotlo's thinking throughout his participation in a school visit to the visitors' center at a radio telescope. The paper discusses six features of the visit: student misconceptions; inadequate preparation and followup; memories and imaginings; enjoyment; discussing the visit afterwards; and socioeconomic constraints on visits. These features are examined within the context of a developing country: both confirming previous research on school visits and providing new insights into how such visits can be interpreted. The significance of narrative analysis for science center educators is discussed and suggested as appropriate for current research in museums. [source]

An empirically grounded framework to guide blogging in higher education

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 1 2009
L. Kerawalla
Abstract We report on a study involving Masters-level students who blogged as a part of a distance-learning course at the Open University, UK. We present an empirically-grounded framework that can be used to guide educators when they are considering blogging as part of their courses, and can be used by students' whose courses include blogging activities. In our analysis of semi-structured interviews with students, we identified six factors that influenced their blogging: perceptions of, and need for, an audience; perceptions of, and need for, community; the utility of, and need for comments; presentational style of the blog content; overarching factors related to the technological context; and the pedagogical context of the course. The students' blogging behaviours were varied and depended upon the way in which they addressed each of the six factors. These factors, along with the associated questions in the proposed framework, provide insights about the activity of blogging from a student's perspective. Therefore, the framework can guide the design of blogging activities in courses. [source]

Awareness gained from rural experience: A student's perspective

AUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 4 2005
Joseph V. Turner
No abstract is available for this article. [source]

The academic environment: the students' perspective

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2008
K. Divaris (nci)
Abstract Dental education is regarded as a complex, demanding and often stressful pedagogical procedure. Undergraduates, while enrolled in programmes of 4,6 years duration, are required to attain a unique and diverse collection of competences. Despite the major differences in educational systems, philosophies, methods and resources available worldwide, dental students' views regarding their education appear to be relatively convergent. This paper summarizes dental students' standpoint of their studies, showcases their experiences in different educational settings and discusses the characteristics of a positive academic environment. It is a consensus opinion that the ,students' perspective' should be taken into consideration in all discussions and decisions regarding dental education. Moreover, it is suggested that the set of recommendations proposed can improve students' quality of life and well-being, enhance their total educational experience and positively influence their future careers as oral health physicians. The ,ideal' academic environment may be defined as one that best prepares students for their future professional life and contributes towards their personal development, psychosomatic and social well-being. A number of diverse factors significantly influence the way students perceive and experience their education. These range from ,class size', ,leisure time' and ,assessment procedures' to ,relations with peers and faculty', ,ethical climate' and ,extra-curricular opportunities'. Research has revealed that stress symptoms, including psychological and psychosomatic manifestations, are prevalent among dental students. Apparently some stressors are inherent in dental studies. Nevertheless, suggested strategies and preventive interventions can reduce or eliminate many sources of stress and appropriate support services should be readily available. A key point for the Working Group has been the discrimination between ,teaching' and ,learning'. It is suggested that the educational content should be made available to students through a variety of methods, because individual learning styles and preferences vary considerably. Regardless of the educational philosophy adopted, students should be placed at the centre of the process. Moreover, it is critical that they are encouraged to take responsibility for their own learning. Other improvements suggested include increased formative assessment and self-assessment opportunities, reflective portfolios, collaborative learning, familiarization with and increased implementation of information and communication technology applications, early clinical exposure, greater emphasis on qualitative criteria in clinical education, community placements, and other extracurricular experiences such as international exchanges and awareness of minority and global health issues. The establishment of a global network in dental education is firmly supported but to be effective it will need active student representation and involvement. [source]

Not just widening access, but widening experiences during medical school: students' perspective

MEDICAL EDUCATION, Issue 10 2005
Amy V Cooper
No abstract is available for this article. [source]

Approaches to learning on placement: the students' perspective

PHYSIOTHERAPY RESEARCH INTERNATIONAL, Issue 2 2009
Clare Kell
Abstract Background and Purpose.,With Continuing Professional Development activity, a requirement of Allied Health Professional registration in the UK and said to be most effectively supported by practitioners who adopt a deep approach to learning, a UK university has been exploring how its pre-registration curriculum influences learner development. This paper investigates the possible influences of the clinical placement component of the curriculum that is structured as four 4-week blocks during both Years 2 and 3 of the 3-year BSc (Hons) programme. A range of placement models are used within this structure including the traditional 1:1 educator,:,student ratio and those that have a higher ratio of student(s),:,educator(s).,Methods.,This phase of the larger project used a case study design framed about students from two academic year groups on one UK undergraduate, pre-registration physiotherapy programme. Three questionnaires comprising a learning approaches inventory, a demographic questionnaire and a placement self-assessment form were posted to Year 2 and 3 students during one clinical placement. The students were invited to complete the questionnaires halfway through their placement, but in advance of the first, formal placement education feedback meeting. The need for students' self-assessment prevented follow-up data collection.,Results.,Analysis of the data from the learning approaches inventory against the demographic variables and placement assessment scores suggest that students' learning strategies depend upon the number of students, educators and assessors involved in their placement. The paper explores the possible links between placement experience, learning strategy and academic outcome. The authors question assumptions about the perceived benefits of some placement education models.,Conclusion.,Increasing the ratio of student,:,educator or educator,:,student may have a detrimental effect on students' learning development when placements are of 4-week duration. If such placement models are adopted, then students and placement educators must be adequately prepared and supported so that students' learning development towards the deep-learning autonomous professionals of tomorrow can continue through placement education. Copyright © 2008 John Wiley & Sons, Ltd. [source]

The academic environment: the students' perspective

The impact of a new educational strategy on acquiring neonatology skills

MEDICAL EDUCATION, Issue 5 2002
I Treadwell
Overview A shortage of staff for teaching neonatology skills to large numbers of students, in small groups and following a new curriculum, necessitated an innovative educational strategy. This entailed the development and implementation of an interactive multimedia program (CD-ROM) to deliver information about skills and to demonstrate them. Methods Students had to study a specific skill using the CD-ROM and then practise in the Skills Laboratory, supported by lecturers who provided formative evaluation. Objectives The aims of this study were to assess the students' perspectives on the new strategy, and to compare the skills of students following the new curriculum to those of students following the traditional curriculum, who do not follow structured programmes on practical skills but experience a practical neonatology rotation. Results The evaluation of the CD-ROM program was very favourable. The majority of students still preferred live demonstrations but found the CD-ROM useful for revision purposes. With the exception of one skill, endotracheal intubation, the new curriculum students were found to be as competent as the students following the traditional curriculum and performed mask ventilation and cardiac massage significantly better than them. [source]