ORCID Profile
0000-0002-8984-2671
Current Organisation
Deakin University
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Higher education | Education systems | Curriculum and pedagogy theory and development
Publisher: Informa UK Limited
Date: 07-04-2021
Publisher: Informa UK Limited
Date: 29-04-2019
Publisher: Wiley
Date: 05-10-2020
DOI: 10.1111/TCT.13268
Publisher: Informa UK Limited
Date: 22-02-2023
Publisher: Routledge
Date: 07-09-2021
Publisher: Informa UK Limited
Date: 04-03-2021
Publisher: Informa UK Limited
Date: 04-05-2016
DOI: 10.1080/10401334.2016.1165101
Abstract: Phenomenon: Peer assisted learning (PAL) is frequently employed and researched in preclinical medical education. Fewer studies have examined PAL in the clinical context: These have focused mainly on the accuracy of peer assessment and potential benefits to learner communication and teamwork skills. Research has also examined the positive and negative effects of formal, structured PAL activities in the clinical setting. Given the prevalence of PAL activities during preclinical years, and the unstructured nature of clinical placements, it is likely that nonformal PAL activities are also undertaken. How PAL happens formally and informally and why students find PAL useful in this clinical setting remain poorly understood. This study aimed to describe PAL activities within the context of clinical placement learning and to explore students' perceptions of these activities. An ethnographic study was conducted to gather empirical data on engagement in clinical placement learning activities, including observations and interviews with students in their 1st clinical year, along with their supervising clinicians. Thematic analysis was used to interrogate the data. On average, students used PAL for 5.19 hours per week in a range of activities, of a total of 29.29 hours undertaking placements. PAL was recognized as a means of vicarious learning and had greater perceived value when an educator was present to guide or moderate the learning. Trust between students was seen as a requirement for PAL to be effective. Students found passive observation a barrier to PAL and were able to identify ways to adopt an active stance when observing peers interacting with patients. For ex le, learners reported that the expectation that they had to provide feedback to peers after task observation, resulted in them taking on a more critical gaze where they were encouraged to consider notions of good practice. Insights: Students use PAL in formal (i.e., tutorial) and nonformal (e.g., peer observation and feedback on the ward discussion during lunch) situations in clinical education and find it useful. The educator is crucial in fostering PAL through providing opportunities for learners to practice together and in helping to moderate discussions about quality of performance. Student engagement in PAL may reduce passivity commonly reported in clinical rotations. Further directions for research into PAL in clinical education are identified along with potential strategies that may maximize the benefits of peer to peer learning.
Publisher: Informa UK Limited
Date: 04-05-2023
Publisher: Informa UK Limited
Date: 23-03-2020
Publisher: Informa UK Limited
Date: 07-06-2022
Publisher: University of Otago Library
Date: 29-11-2021
Abstract: Introduction: Contemporary feedback models emphasise the value of multiple feedback opportunities. Effective feedback participation requires evaluative judgement—the ability to discern the quality of one’s own and others’ work. Self and peer assessment may enable repeated practice and feedback for developing evaluative judgement. However, attitudes to self and peer assessment may present a barrier to effective implementation. This study explored whether congruence between marks from self and peer assessment improved with assessment task participation. Participants’ attitudes towards self and peer assessment and approaches to learning were also evaluated.Methods: Participants undertook simulated history-taking tasks in semester 2, 2018. Group 1 undertook formative and summative assessments and participated in self and peer assessment . Group 2 undertook formative and summative assessment. Group 3 undertook only summative assessment. All groups received faculty feedback for each submitted assessment. Participants completed the modified Study Process Questionnaire (mSPQ) and the Peer Perception of Assessment (PPA) before (T1) and after the formative task (T2) and after the summative task (T3).Results: Summative task scores improved for group 1 (n = 9, p 0.01) and group 2 (n = 26, p 0.01). Within-group (p = 0.02) and between-group differences (p = 0.01) were identified for surface learning approaches. All groups’ perceptions of peer assessment decreased significantly (p 0.01) across all three time periods.Conclusions: Participants receiving self and peer assessment and faculty feedback improved performance and increased congruence of their self- and peer-assessment marks, potentially developing their evaluative judgment skills. Peer assessment perception became less positive, while surface learning approaches increased. Future research should assess the role of self and peer assessment in developing evaluative judgment.
Publisher: Informa UK Limited
Date: 21-02-2022
Publisher: Informa UK Limited
Date: 23-07-2019
Publisher: University of Otago Library
Date: 31-03-2021
Abstract: Observational studies are not uncommon in health professional education and are frequently associated with ethnography as a methodology. This article aims to provide an overview of how observational studies are used in health professional education research. Firstly, we explore some ways in which observational methods can be used in association with a range of qualitative research stances, and then we focus on the practicalities of undertaking observational research. Next, we use two case studies to illustrate some of the key decision points when designing observational research. Finally, we collate resources and consider the implications of contemporary world events on observational research.
Publisher: Informa UK Limited
Date: 12-12-2021
Publisher: Wiley
Date: 04-03-2022
DOI: 10.1111/BJET.13212
Abstract: Predictions about the post‐pandemic future of digital learning vary among higher education scholars. Some foresee dramatic, revolutionary change while others speculate that growth in educational technology will be buffeted both by modest expansion and unevenness. To this debate we contribute evidence from four groups across six countries on four continents: college and university educators ( n = 281), students ( n = 4243), senior administrators ( n = 15), and instructional design specialists ( n = 43). Our focus is on the future of digital learning after the pandemic‐induced pivot to emergency remote instruction. Using data from interviews and self‐administered questionnaires, our findings reveal a high degree of congruency between respondent groups, with most envisioning more blended/hybrid instruction post‐pandemic and some modest increases in fully online courses. Student opinion is more sceptical about future change than within the other groups. Among respondents in all groups there is little expectation for a full‐blown, revolutionary change in online or digital learning. What is already known about this topic Digital learning has been growing in higher education, although a digital disconnect continues whereby the availability of educational technology exceeds its application to learning. Expectations regarding technology‐mediated learning post‐COVID‐19 are mixed, h ering planning for the future. Hesitancy about teaching or taking courses with some or full online components persists. What this paper adds A strong majority of respondents in higher education foresee the most growth in blended/hybrid forms of digital learning post‐COVID‐19. A solid percentage, between about two‐thirds and three‐quarters of faculty and students, envision learners and instructors taking or teaching more fully online courses post‐pandemic. A strong congruency exists between faculty, students, senior administrators, and instructional design professionals in their ranking of scenarios for the future of digital learning. Implications for practice and/or policy Educational technology in higher learning will not return to a pre‐COVID‐19 normality—if a pre‐COVID‐19 ‘normal’ could even be defined. As post‐pandemic institutional planning unfolds, it is important to reflect experiences and incorporate insights of instructors, students, and instructional designers. Successfully building on these insights, where more blended/hybrid learning is foreseen, requires a thoughtful integration of face‐to‐face learning and educational technology.
Publisher: Routledge
Date: 03-04-2019
Publisher: University of Otago Library
Date: 28-04-2017
Publisher: Informa UK Limited
Date: 20-07-2021
Publisher: Springer Science and Business Media LLC
Date: 15-12-2022
DOI: 10.1007/S10734-022-00976-9
Abstract: COVID-19 forced the digitalisation of teaching and learning in a response often described as emergency remote teaching (ERT). This rapid response changed the social, spatial, and temporal arrangements of higher education and required important adaptations from educators and students alike. However, while the literature has examined the constraints students faced (e.g. availability of the internet) and the consequences of the pandemic (e.g. student mental health), students’ active management of these constraints for learning remains underexplored. This paper aims to “think with” COVID-19 to explore student agency in home learning under constrained circumstances. This qualitative study used semi-structured interviews to understand the day-to-day actions of nineteen undergraduate students managing their learning during the COVID-19 lockdowns in Victoria, Australia. Emirbayer and Mische’s multiple dimensions of agency — iterative, projective, and practical-evaluative — are used to explore student experience. The findings illustrate students’ adaptability and agency in navigating life-integrated learning, with most of their actions oriented to their present circumstances. This practical evaluative form of agency was expressed through (1) organising self, space, time, and relationships (2) self-care and (3) seeking help. Although this study took place in the context of ERT, it has implications beyond the pandemic because higher education always operates under constraints, and in other circumstances, many students still experience emotionally and materially difficult times.
Publisher: Informa UK Limited
Date: 10-12-2021
Publisher: MDPI AG
Date: 15-07-2020
DOI: 10.3390/JCM9072238
Abstract: Three-dimensional (3D) printing technology allows the production of an in idualized 3D object based on a material of choice, a specific computer-aided design and precise manufacturing. Developments in digital technology, smart biomaterials and advanced cell culturing, combined with 3D printing, provide promising grounds for patient-tailored treatments. In dentistry, the “digital workflow” comprising intraoral scanning for data acquisition, object design and 3D printing, is already in use for manufacturing of surgical guides, dental models and reconstructions. 3D printing, however, remains un-investigated for oral mucosa/gingiva. This scoping literature review provides an overview of the 3D printing technology and its applications in regenerative medicine to then describe 3D printing in dentistry for the production of surgical guides, educational models and the biological reconstructions of periodontal tissues from laboratory to a clinical case. The biomaterials suitable for oral soft tissues printing are outlined. The current treatments and their limitations for oral soft tissue regeneration are presented, including “off the shelf” products and the blood concentrate (PRF). Finally, tissue engineered gingival equivalents are described as the basis for future 3D-printed oral soft tissue constructs. The existing knowledge exploring different approaches could be applied to produce patient-tailored 3D-printed oral soft tissue graft with an appropriate inner architecture and outer shape, leading to a functional as well as aesthetically satisfying outcome.
Publisher: Informa UK Limited
Date: 21-02-2021
Publisher: Informa UK Limited
Date: 09-08-2021
Publisher: Informa UK Limited
Date: 11-03-2022
Publisher: Wiley
Date: 05-05-2016
DOI: 10.1111/TCT.12552
Publisher: Wiley
Date: 20-07-2015
DOI: 10.1111/TCT.12432
Abstract: Clinicians require specific skills to teach or supervise students in the workplace however, there are barriers to accessing faculty member development, such as time, cost and suitability. The Clinical Supervision Support Across Contexts (ClinSSAC) programme was designed to provide accessible interprofessional educator training to clinical supervisors across a wide range of clinical settings. In Australia there are increasing numbers of health care students, creating pressure on existing placements. Students are now increasingly learning in community settings, where clinicians have traditionally had less access to faculty member development. An interprofessional team collaborated in the development and implementation of ClinSSAC. A total of 978 clinicians participated in a face-to-face, interactive, introductory module to clinical supervision 672 people accessed the equivalent online core module, with 23 per cent completing all activities. Additional profession-and discipline-specific modules were also developed. Formal project evaluation found that most participants rated the workshops as helpful or very helpful for their roles as clinical supervisors. Interdisciplinary learning from the workshops was reported to enable cross-discipline supervision. Large participant numbers and favourable ratings indicate a continuing need for basic training in education. Key factors to workshop success included expert facilitators, the interprofessional context and interactive model. The online modules were an important adjunct, and provided context-specific resources, but the low online completion rate suggests protected face-to-face time for faculty member development is still required. Programmes such as ClinSSAC have the capacity to promote interprofessional education and practice. There are barriers to accessing faculty member development, such as time, cost and suitability.
Publisher: Routledge
Date: 19-04-2018
Publisher: Informa UK Limited
Date: 15-06-2022
Publisher: Routledge
Date: 18-06-2021
Publisher: Wiley
Date: 03-02-2020
DOI: 10.1111/TCT.13002
Publisher: Informa UK Limited
Date: 24-11-2017
Publisher: Routledge
Date: 08-12-2022
Publisher: Springer Science and Business Media LLC
Date: 16-12-2017
Publisher: Informa UK Limited
Date: 29-10-2021
Publisher: Springer Science and Business Media LLC
Date: 12-12-2015
DOI: 10.1007/S10459-015-9659-0
Abstract: This study explored the contribution of peer-assisted learning (PAL) in the development of evaluative judgement capacity the ability to understand work quality and apply those standards to appraising performance. The study employed a mixed methods approach, collecting self-reported survey data, observations of, and reflective interviews with, the medical students observed. Participants were in their first year of clinical placements. Data were thematically analysed. Students indicated that PAL contributed to both the comprehension of notions of quality, and the practice of making comparisons between a given performance and the standards. Emergent themes included peer story-telling, direct observation of performance, and peer-based feedback, all of which helped students to define 'work quality'. By participating in PAL, students were required to make comparisons, therefore using the standards of practice and gaining a deeper understanding of them. The data revealed tensions in that peers were seen as less threatening than supervisors with the advantage of increasing learners' appetites for thoughtful 'intellectual risk taking'. Despite this reported advantage of peer engagement, learners still expressed a preference for feedback from senior teachers as more trusted sources of clinical knowledge. While this study suggests that PAL already contributes to the development of evaluative judgement, further steps could be taken to formalise PAL in clinical placements to improve learners' capacity to make accurate judgements on the performance of self and others. Further experimental studies are necessary to confirm the best methods of using PAL to develop evaluative judgement. This may include both students and educators as instigators of PAL in the workplace.
Publisher: Wiley
Date: 18-02-2021
DOI: 10.1111/MEDU.14464
Abstract: ‘Culture’ is a word frequently invoked within medical education literature to explain challenges faced by learners in practice. While social settings and practices are widely acknowledged as critical influences on medical education, there is vast variability in how the term ‘culture’ is employed. This may lead to confusion, resulting in assumptions and oversights. This critical literature review aims to characterise how the term ‘culture’ is explicitly and implicitly conceptualised in medical education research. Four leading English language journals in the medical education field were searched in a twelve‐month period for research papers or reviews that mentioned culture in title or abstract in a substantive way. A content analysis was undertaken of extracted definitions. In addition, metaphor analysis was used to identify conceptual metaphors, which were subsequently clustered thematically. Our search yielded 26 papers, 8 of which contained definitions, mostly from the organisational literature. We interpreted nine conceptual metaphors related to how the term culture was employed (terroir, ider, dominant force, toxic force, obstacle, microclimate, object, brand and holdall) in four categories (unchanging, powerful, can adapt around, can be used). This critical review reveals that medical education as a field: 1) draws most explicitly from the organisational literature 2) invokes culture in multiple means but in ways that privilege either acontextual human agency or all‐powerful social forces and 3) regards culture as a negative or neutral force but rarely a positive one. There is a notable absence around conceptualisations of 'culture' that allow educator, student and administrator agency but at the same time acknowledge the deep forces that various social settings and practices exert. Other literatures investigating learning cultures and cultural reflexivity focus on this nexus and may provide possible means to advance considerations of culture within medical education research.
Publisher: Wiley
Date: 15-03-2017
DOI: 10.1111/MEDU.13254
Publisher: Informa UK Limited
Date: 23-03-2020
Publisher: Informa UK Limited
Date: 04-03-2020
Publisher: Routledge
Date: 08-12-2022
Publisher: Informa UK Limited
Date: 03-09-2013
Publisher: Springer Science and Business Media LLC
Date: 17-03-2017
DOI: 10.1007/S10459-017-9772-3
Abstract: Clinicians who teach are essential for the health workforce but require faculty development to improve their educational skills. Curricula for faculty development programs are often based on expert frameworks without consideration of the learning priorities as defined by clinical supervisors themselves. We sought to inform these curricula by highlighting clinical supervisors own requirements through answering the research question: what do clinical supervisors identify as relative strengths and areas for improvement in their teaching practice? This mixed methods study employed a modified version of the Maastricht Clinical Teaching Questionnaire (mMCTQ) which included free-text reflections. Descriptive statistics were calculated and content analysis was conducted on textual comments. 481 (49%) of 978 clinical supervisors submitted their mMCTQs and associated reflections for the research study. Clinical supervisors self-identified relatively strong capability with interpersonal skills or attributes and indicated least capability with assisting learners to explore strengths, weaknesses and learning goals. The qualitative category 'establishing relationships' was the most reported strength with 224 responses. The qualitative category 'feedback' was the most reported area for improvement, with 151 responses. Key areas for curricular focus include: improving feedback practices stimulating reflective and agentic learning and managing the logistics of a clinical education environment. Clinical supervisors' self-identified needs provide a foundation for designing engaging and relevant faculty development programs.
Publisher: Wiley
Date: 15-03-2016
DOI: 10.1111/MEDU.12898
Abstract: Peer-assisted learning (PAL) is increasingly used in medical education, and the benefits of this approach have been reported. Previous reviews have focused on the benefits of peer tutoring of junior students by senior students. Forms of PAL such as discussion groups and role-playing have been neglected, as have alternative teacher-learner configurations (e.g. same-level PAL) and the effects on other stakeholders, including clinician educators and patients. This review examines the benefits of same-level PAL for students, clinician educators and patients in pre-registration clinical medical education. Medline, PsycINFO, CINAHL and ERIC were searched in March 2014. A total of 1228 abstracts were retrieved for review 64 full-text papers were assessed. Data were extracted from empirical studies describing a same-level PAL initiative in a clinical setting, focusing on effects beyond academic performance and student satisfaction. Qualitative thematic analysis was employed to identify types of PAL and to cluster the reported PAL effects. Forty-three studies were included in the review. PAL activities were categorised into role-play, discussion, teaching and assessment. Only 50% of studies reported information beyond self-report and satisfaction with the PAL intervention. Benefits for students (including development of communication and professional skills) and clinician educators (developing less-used facilitation skills) were reported. Direct patient outcomes were not identified. Caveats to the use of PAL emerged, and guidelines for the use of PAL were perceived as useful. Many student-related benefits of PAL were identified. PAL contributes to the development of crucial skills required for a doctor in the workplace. Vertical integration of learning and teaching skills across the curriculum and tools such as feedback checklists may be required for successful PAL in the clinical environment. Benefits for patients and educators were poorly characterised within the included studies. Future work should evaluate the use of PAL with regards to student, clinician educator and patient outcomes.
Publisher: MDPI AG
Date: 29-07-2013
Publisher: Informa UK Limited
Date: 02-03-2021
Publisher: Springer Science and Business Media LLC
Date: 25-08-2012
DOI: 10.1007/S10459-012-9399-3
Abstract: In health professional education, reflective practice is seen as a potential means for self-improvement from everyday clinical encounters. This study aims to examine the level of student honesty in critical reflection, and barriers and facilitators for students engaging in honest reflection. Third year physiotherapy students, completing summative reflective essays on clinical encounters using the modified Gibbs cycle, were invited to participate in an anonymous online survey. Student knowledge and beliefs about reflective practice, and disclosure of the truthfulness of their reflections, were assessed using a mixed method approach. A total of 34 students, from a maximum possible of 48 (71 %), participated in the study activities. A total of 68 % stated that they were at least 80 % truthful about their experiences. There was general student consensus that reflective practice was important for their growth as a clinician. Students questioned the belief that the reflection needed to be based on a factual experience. Reflective practice can be a valuable addition to the clinical education of health care professionals, although this value can be diminished through dishonest reflections if it is not carefully implemented. Student influences on honest reflection include (1) the design of any assessment criteria, and (2) student knowledge and competency in applying critical reflection.
Publisher: Informa UK Limited
Date: 19-10-2023
Publisher: Informa UK Limited
Date: 23-03-2021
Publisher: Informa UK Limited
Date: 28-05-2022
Publisher: Informa UK Limited
Date: 07-08-2023
Publisher: Informa UK Limited
Date: 26-08-2021
Publisher: Informa UK Limited
Date: 10-11-2022
Publisher: Informa UK Limited
Date: 06-2022
Publisher: Springer International Publishing
Date: 2019
Publisher: Informa UK Limited
Date: 15-06-2017
Publisher: Informa UK Limited
Date: 20-12-2016
Publisher: Informa UK Limited
Date: 15-07-2019
Start Date: 04-2023
End Date: 04-2027
Amount: $382,670.00
Funder: Australian Research Council
View Funded Activity