			Home About us Contact

Positive Learning Experience (positive + learning_experience)

Distribution by Scientific Domains

Medical Sciences	50%
Humanities and Social Sciences	50%

Selected Abstracts

Learning About Foodborne Pathogens: Evaluation of Student Perceptions of Group Project Work in a Food Microbiology Course

JOURNAL OF FOOD SCIENCE EDUCATION, Issue 4 2009
Mark S. Turner
ABSTRACT:, This study examined the experiences of students in an active learning group work exercise in an introductory food microbiology course involving the study of foodborne pathogens. Small groups were required to access, analyze, and present information regarding a single food poisoning bacterium. The presentations contained features and epidemiological information of the pathogen and also a review of a research journal article and a real food poisoning outbreak report involving the pathogen. Analysis of responses from a questionnaire that allowed direct comparisons to be made with other published group work studies revealed that this exercise was a positive learning experience. In particular, students noted improvements in communication, interaction, information acquisition, and organizational skills. [source]

An appraisal of medical students' reflection-in-learning

MEDICAL EDUCATION, Issue 3 2000
Sobral
Introduction How do students reflect as they strive for some control of learning early in their clinical activities? The purpose of this study was to examine the reflection-in-learning profile of medical students as they started their clinical apprenticeship. Methods A measure of reflection-in-learning was used to appraise the level and direction of change of reflection in relation to a course experience. The study involved 103 medical students of both sexes who were beginning clinical activities. Assessments of self-regulation of learning, of the meaningfulness of the learning experience, and of diagnostic thinking were also obtained. Results The results showed that 81% of the students had an increase in scores for reflection-in-learning between the beginning and the end of a course. At the end of the course, the level of reflection-in-learning was significantly associated with self-perceived competence for self-regulated learning and with the meaningfulness of the learning experience. In the following term, students who had high reflection-in-learning scores at the end of the course had higher grade-point averages and greater self-reported diagnostic ability in comparison with those with low scores. Conclusions There was some evidence of an improved quality of reflection as the students strive for some control of learning. Overall, the findings support the idea that a greater effort at reflection is associated with a more positive learning experience. They also suggest that reflection-in-learning is related to readiness for self-regulation of learning and may be conducive to enhanced diagnostic ability. In conclusion, measuring reflection-in-learning may be a useful tool in the appraisal of medical students' learning profiles. [source]

Report on the implementation and evaluation of an interprofessional learning programme for inter-agency child protection teams

CHILD ABUSE REVIEW, Issue 3 2009
Alison Watkin
Abstract Effective collaborative working between the different professions and agencies working to safeguard children is essential. Lack of knowledge of others' roles, perceived differences in status and expertise, and negative stereotypes are examples of why this can be difficult to achieve. A facilitated interprofessional learning (IPL) programme was implemented to assess if such an intervention could overcome some of the barriers to effective interprofessional and inter-agency team working. Six teams based in primary and secondary care trusts took part with participants from health, education, police and social services. Quantitative and qualitative data were collected from individual participants using a pre-validated team climate inventory and reflective statements. Findings from this study demonstrate statistically significant changes in five out of six categories in the inventory. Reflective statements suggested that overall the programme offered a positive learning experience at both an individual and team level. The importance of outside facilitation to maintain the team's momentum was acknowledged, as was the difficulty of maintaining a good level of activity once the programme had ended. Nevertheless, the IPL programme provided a timely opportunity to reflect upon the interprofessional and inter-agency team working needed within Children's Trusts and the implications for staff involved with regard to skills development. Copyright © 2009 John Wiley & Sons, Ltd. [source]

Reframing professional development for first-line nurses

NURSING INQUIRY, Issue 1 2008
Darlaine Jantzen
Within a context of healthcare restructuring and a shift toward individualized continuing competency in Canada, this inductive, narrative inquiry explored positive learning experiences of first-line acute care nurses. The written stories of eight self-selected participants were collected and unstructured follow-up interviews were conducted. The stories and interview transcripts were examined using categorical-content and holistic-form analysis, and analyzed in light of literature relating to adult education and professional development in nursing. Emergent themes included life-changing learning and learning through one's own, and other's, experiences. The findings highlight the need to re-frame professional development for nurses in Canada, specifically by valuing and utilizing shared workplace experiences. [source]