ORCID Profile
0000-0002-0273-6658
Current Organisation
Deakin University
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Publisher: Queensland University of Technology
Date: 25-03-2018
DOI: 10.5204/SSJ.V9I2.408
Abstract: Australian universities are increasingly influenced by the combined pressures of growing numbers of less well-prepared commencing students, reduced teacher-student interaction time, and an increasing focus on blended learning. Traditional teaching and learning approaches are proving less effective, and traditional assumptions about learner preparedness may no longer apply. This practice report notes some of the obstacles that traditional curricula present for non-traditional students, and explores ways in which curricula could better accommodate them. In particular, it examines expectations of commencing students as academic readers, and considers whether these are valid and reasonable. It compares current referencing requirements for early undergraduate assignments with those of the past, noting significant differences in both number and type of sources required. The practice report considers possible reasons for this apparent shift in expectations, and questions the assumption that peer-reviewed journal articles are necessarily the optimum, or even appropriate, starting point for commencing higher education students as academic readers.
Publisher: Elsevier BV
Date: 11-2010
Publisher: Informa UK Limited
Date: 2009
DOI: 10.1080/01421590802530906
Abstract: Determining student acquisition of intercultural competence (awareness, skills, knowledge and attitudes) is necessary in medical courses. However, addressing students' learning needs and developing effective tools to measure development of intercultural competence is challenging. Where this is done inadequately, skills may be overlooked or simplistic, one dimensional notions of culture be reinforced. This article examines aspects of the OSCE station development process, raising questions about how and when to assess acquisition of IC in undergraduate medical courses. It cautions against development of assessment tools which may lack authenticity and require students to engage in interactions which are unnatural. It argues for skills consistent with IC to be viewed as part of, and not separate from, the broad spectrum of skills which are a feature of any sensitive and appropriate doctor-patient interaction. Finally it advocates careful consideration of the optimum time to assess students' capacity to demonstrate IC in their interactions with patients, peers and staff, suggesting that this should come in later rather than earlier years, following theoretical, experiential and reflective learning.
Publisher: Queensland University of Technology
Date: 24-07-2016
DOI: 10.5204/SSJ.V7I2.340
Abstract: The requirement for commencing higher education students to apply principles of attribution in their early academic writing frequently creates frustration both for students and academic teaching staff. Teachers often provide information on the necessity of attribution, and considerable detail on the mechanics of how to reference, and express frustration at the failure of some students to demonstrate this in their writing. In turn, many students appear overwhelmed and confused by the expectations placed on them as early academic writers. This paper explores these expectations and questions current assessment practices, advocating a longer period of formative learning before students are required to competently and accurately apply attribution principles and referencing conventions in their writing. Using the threshold concept framework (Meyer & Land, 2005), it suggests viewing attribution as a ‘conceptual gateway’ through which students must pass in becoming academic writers, and explores some implications of this for teaching, learning and assessment.
Publisher: Informa UK Limited
Date: 04-2011
Publisher: Informa UK Limited
Date: 2009
DOI: 10.1080/01421590802530914
Abstract: This article questions the assumption that a collaborative, participatory model of medical interview (as taught in most contemporary Western universities) is necessarily the most suitable and effective in cross-cultural interactions between doctors and patients. It highlights some of the challenges for international students in mastering this model, and extends Koehn's concept of the medical interview as involving 'mutual teaching' to suggest a role for the doctor as a 'cultural informant' who helps patients to acquire the 'medical literacy' and skills required to participate effectively.
No related grants have been discovered for JOHN HAMILTON.