301
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Applying best practices from industrial-organizational psychology to undergraduate research experiences. INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2021. [DOI: 10.1017/iop.2020.87] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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302
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Teaching I-O psychology to undergraduate students: Do we practice what we preach? INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2021. [DOI: 10.1017/iop.2020.47] [Citation(s) in RCA: 29] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
AbstractAs industrial-organizational (I-O) psychologists, we have expertise in applying psychological and/or organizational science to the workplace. However, many of us haven’t taken the time to think about how our I-O psychology knowledge can apply to our teaching practice. We walk through some examples of how I-O psychology research can help us be better teachers, and the goal of our paper is to encourage readers to make evidence-based changes to their teaching based on I-O psychology research. We organize our discussion around four areas: training and development, diversity and inclusion, groups and teams, and leadership. Within each, we offer small, medium, and large changes that could be incorporated into classrooms. We hope that readers will be inspired to build on what they do in their classrooms to help students learn about (and be inspired by) our field.
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303
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Holliman AJ, Waldeck D, Jay B, Murphy S, Atkinson E, Collie RJ, Martin A. Adaptability and Social Support: Examining Links With Psychological Wellbeing Among UK Students and Non-students. Front Psychol 2021; 12:636520. [PMID: 33613406 PMCID: PMC7894575 DOI: 10.3389/fpsyg.2021.636520] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Accepted: 01/15/2021] [Indexed: 01/07/2023] Open
Abstract
The purpose of this multi-study article was to investigate the roles of adaptability and social support in predicting a variety of psychological outcomes. Data were collected from Year 12 college students (N = 73; Study 1), university students (N = 102; Study 2), and non-studying members of the general public (N = 141; Study 3). Findings showed that, beyond variance attributable to social support, adaptability made a significant independent contribution to psychological wellbeing (life satisfaction, psychological wellbeing, flourishing, and general affect) and psychological distress across all studies. Beyond the effects of adaptability, social support was found to make a significant independent contribution to most wellbeing outcomes (but not psychological distress in university students). In a multi-group analysis comparing predictors of psychological wellbeing in university students and non-studying adults, where the same outcome measures were used (Study 4; N = 243), it was found that adaptability played a stronger role (relative to social support) for university students, whereas social support played a stronger role for non-studying adults. Finally, (contrary to expectations) there was no evidence of an interaction between adaptability and social support predicting psychological outcomes-adaptability and social support operated as independent main effects. These findings demonstrate the importance of adaptability and social support in uniquely predicting psychological wellbeing in different sample groups. It is argued here that these two factors, should be given greater consideration in discussions of psychological wellbeing, and are relevant to psychological wellbeing at different major developmental life stages.
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Affiliation(s)
- Andrew J. Holliman
- Department of Psychology and Human Development, University College London, London, United Kingdom
| | - Daniel Waldeck
- School of Psychological, Social and Behavioural Sciences, Coventry University, Coventry, United Kingdom
| | - Bethany Jay
- Department of Social Care and Social Work, Manchester Metropolitan University, Manchester, United Kingdom
| | - Summayah Murphy
- School of Psychological, Social and Behavioural Sciences, Coventry University, Coventry, United Kingdom
| | - Emily Atkinson
- School of Psychological, Social and Behavioural Sciences, Coventry University, Coventry, United Kingdom
| | - Rebecca J. Collie
- School of Education, University of New South Wales, Kensington, NSW, Australia
| | - Andrew Martin
- School of Education, University of New South Wales, Kensington, NSW, Australia
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304
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Barenberg J, Berse T, Reimann L, Dutke S. Testing and transfer: Retrieval practice effects across test formats in English vocabulary learning in school. APPLIED COGNITIVE PSYCHOLOGY 2021. [DOI: 10.1002/acp.3796] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Jonathan Barenberg
- Institute of Psychology in Education University of Münster Münster Germany
| | - Timo Berse
- University of Applied Sciences for Police and Public Administration in North Rhine‐Westfalia Gelsenkirchen Germany
| | - Laura Reimann
- Institute of Psychology in Education University of Münster Münster Germany
| | - Stephan Dutke
- Institute of Psychology in Education University of Münster Münster Germany
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305
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Borg ME, Butterfield KM, Wood E, Zhang HH, Pinto S. Investigating the impacts of personality on the use and perceptions of online collaborative platforms in higher education. SN SOCIAL SCIENCES 2021; 1:40. [PMID: 34693305 PMCID: PMC7847746 DOI: 10.1007/s43545-020-00053-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2020] [Accepted: 12/23/2020] [Indexed: 06/13/2023]
Abstract
Collaborative work is a critical component of active learning. Where in-person collaboration may not be possible, inclusion of online collaboration tools has become more prevalent. Previous studies have suggested that online collaboration is beneficial to overall learning outcomes; however, little research has investigated how differences in personality traits, such as extraversion and agreeableness, impact the benefits and effectiveness of collaborative learning, both through online (synchronous and asynchronous) and in-person platforms. In the present study, 360 (66.4% female) undergraduate students completed an online survey to assess perceptions of and beliefs about online synchronous, online asynchronous, and in-person collaboration in higher education with a focus on the impact of extraversion and agreeableness. Findings indicated that students had more experience and greater preference for online synchronous collaboration compared to online asynchronous collaboration; however, students believed that in-person collaboration was most effective. Both extraversion and agreeableness predicted positive beliefs about group work in both online and in-person settings but not uniformly. These findings support the use of online synchronous collaboration when in-person opportunities are limited; however, individual differences related to personality traits can differentially impact students' perceptions toward and actions within collaboration contexts.
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Affiliation(s)
- Meghan E. Borg
- Department of Psychology, Wilfrid Laurier University, 75 University Ave W, Waterloo, ON N2L 3C5 Canada
| | - Kaitlyn M. Butterfield
- Department of Psychology, Wilfrid Laurier University, 75 University Ave W, Waterloo, ON N2L 3C5 Canada
| | - Eileen Wood
- Department of Psychology, Wilfrid Laurier University, 75 University Ave W, Waterloo, ON N2L 3C5 Canada
| | - Huan Huan Zhang
- Department of Psychology, Wilfrid Laurier University, 75 University Ave W, Waterloo, ON N2L 3C5 Canada
| | - Sabrina Pinto
- Department of Psychology, Wilfrid Laurier University, 75 University Ave W, Waterloo, ON N2L 3C5 Canada
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306
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Hanna S, Pither J, Vis-Dunbar M. Implementation of an Open Science Instruction Program for Undergraduates. DATA INTELLIGENCE 2021. [DOI: 10.1162/dint_a_00086] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
The scientific, social, and economic advantages that accrue from Open Science (OS) practices—ways of doing research that emphasize reproducibility, transparency, and accessibility at all stages of the research cycle—are now widely recognized in nations around the world and by international bodies such as the United Nations and the Organization for Economic Cooperation and Development. However, program wide or coordinated instruction of undergraduate students in OS practices remains uncommon. At the University of British Columbia in Canada, we have started to develop a comprehensive undergraduate OS program that can be adapted to and woven into diverse subject curricula. We report on the context and planning of the pilot module of the program, “Open Science 101”, its implementation in first-year Biology in Fall 2019, and qualitative results of an attitudinal survey of students following their course.
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Affiliation(s)
- Sharon Hanna
- University of British Columbia, Okanagan Campus, Kelowna, BC V1V 1V7, Canada
| | - Jason Pither
- University of British Columbia, Okanagan Campus, Kelowna, BC V1V 1V7, Canada
| | - Mathew Vis-Dunbar
- University of British Columbia, Okanagan Campus, Kelowna, BC V1V 1V7, Canada
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307
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Berndt M, Schmidt FM, Sailer M, Fischer F, Fischer MR, Zottmann JM. Investigating statistical literacy and scientific reasoning & argumentation in medical-, social sciences-, and economics students. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2020.101963] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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308
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Thomm E, Gold B, Betsch T, Bauer J. When preservice teachers' prior beliefs contradict evidence from educational research. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 91:1055-1072. [PMID: 33484174 DOI: 10.1111/bjep.12407] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 12/10/2020] [Indexed: 11/29/2022]
Abstract
BACKGROUND Knowledge from educational research frequently contradicts preservice teachers' prior beliefs about educational topics. Such contradictions can seriously affect their attitudes towards educational research and can counteract efforts taken to establish teaching as a research-based profession. AIMS Inspired by Munro's (2010, J. Appl. Soc. Psychol., 40, 579) work on science discounting, this study examined whether preservice teachers tend to devalue the potency of educational research when evidence contradicts their beliefs. SAMPLE We used data from 145 preservice teachers from different German universities. METHODS In an experimental design, participants indicated their prior beliefs about an educational topic (i.e., effectiveness of grade retention) before and after reading either confirming or disconfirming scientific evidence. Dependent variables were, first, whether participants devalued the potency of science to study this focal topic and whether they generalized this devaluation to further related and unrelated topics; second, whether participants preferred non-scientific over scientific sources to inform themselves about the focal topic as an indirect measure of science devaluation. RESULTS Interaction effects on both outcome variables confirmed that participants devalued educational research and its sources when scientific evidence conflicted with their prior belief. Yet, results did not corroborate any generalization of devaluation to further topics. Despite the devaluation, participants indicated belief revision in the direction of the evidence read. CONCLUSIONS Preservice teachers may indeed critically question educational research when scientific evidence conflicts with their prior beliefs. However, they may also adapt their assumptions in light of strong evidence. More research is needed to clarify the conditions of devaluation and belief revision.
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Affiliation(s)
- Eva Thomm
- Faculty of Education, University of Erfurt, Germany
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309
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Ma H. Empowering digital learning with open textbooks. EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT : ETR & D 2021; 69:393-396. [PMID: 33469251 PMCID: PMC7808306 DOI: 10.1007/s11423-020-09916-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/19/2020] [Indexed: 06/12/2023]
Abstract
This paper is in response to the article entitled "Open educational resources and college textbook choices: a review of research on efficacy and perceptions" (Hilton, 2016). In the article, Hilton synthesized the results of 16 studies, and proposed a statement that the decision to employ and adopt open textbooks in higher education has appeared to have financial benefits to students without decrease in their learning outcomes. This finding would strengthen credibility of open textbooks use and encourage faculty to utilize high-quality open textbooks in a post-pandemic world. However, only if teachers are willing to develop and use open textbooks can millions be saved for students and higher performance be achieved by students. Furthermore, from integrative model of behavior prediction, future research needs to probe a variety of issues relating to how teachers could be intentionally and effectively use open textbooks to empower the digital learning in the 21st century.
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Affiliation(s)
- Hongliang Ma
- School of Education, Shaanxi Normal University, No.199 Chang’an South Rd., Xi’an, 710062 Shaanxi China
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310
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311
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The Attitudinal Style as Pedagogical Model in Physical Education. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18020374. [PMID: 33418976 PMCID: PMC7825299 DOI: 10.3390/ijerph18020374] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/19/2020] [Revised: 12/24/2020] [Accepted: 01/04/2021] [Indexed: 11/20/2022]
Abstract
The continuous changes in the different legislative systems have led to the application of different ways of understanding students and generating learning in them. In this sense, an area such as physical education is not alien to the continuous changes in teaching learning and its teaching has been modified from a behavioural approach to more cognitive perspectives. In this line, the Attitudinal Style concept arises with the intention of responding to this need for evolution, a global approach to teaching, as well as the generation of materials that allow the participation and learning of all types of students, greatly favoring their involvement and/or adaptation. The objective of this study is to present the Attitudinal Style as a pedagogical model within school physical education, analyzing its characteristics, elements and main purposes. A systematic review of narrative character is used, showing the origins and fundamental elements to justify the Attitudinal Style as a pedagogical model. Thus, aspects such as the generation of positive experiences in the students; the rigorous explanation of what is being learned, adaptation to the content, context and students; the work of collaboration and/or cooperation as a means to achieve a group achievement; the transfer of learning; and the application of formative evaluation, make this model of teaching applicable, relevant and necessary in the different educational levels.
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312
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Rubin M. Explaining the association between subjective social status and mental health among university students using an impact ratings approach. SN SOCIAL SCIENCES 2021; 1:20. [PMID: 34693303 PMCID: PMC7725541 DOI: 10.1007/s43545-020-00031-3] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2020] [Accepted: 10/31/2020] [Indexed: 05/01/2023]
Abstract
Previous research has found a positive association between social class and mental health among university students. Various mediators of this association have been proposed. However, the extent to which students perceive these mediators as having an impact on their mental health has not been investigated. It is important to investigate this issue because students who do not perceive issues as having an impact on their mental health may not be motivated to address those issues. In the current study, 402 first-year undergraduate psychology students from a large Australian university indicated the extent to which 32 issues had a negative impact on their mental health over the past six months. Students rated lack of money, time management, coursework assessment items, lack of sleep, and course marks as having the largest impact on their mental health. Lack of money and time management mediated the positive association between subjective social status and mental health over (a) the past week and (b) the past month. Coursework assessment items and course marks mediated the positive association between subjective social status and satisfaction with the university experience. It is concluded that interventions should focus on these relatively high impact issues in order to address social class differences in students' mental health and university satisfaction.
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Affiliation(s)
- Mark Rubin
- School of Psychology, Behavioural Sciences Building, The University of Newcastle, Callaghan, NSW 2308 Australia
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313
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Wang C, Yan W, Guo F, Li Y, Yao M. Service-Learning and Chinese College Students' Knowledge Transfer Development. Front Psychol 2021; 11:606334. [PMID: 33381071 PMCID: PMC7767873 DOI: 10.3389/fpsyg.2020.606334] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2020] [Accepted: 10/13/2020] [Indexed: 11/13/2022] Open
Abstract
As a form of experiential education, service learning (SL) shows great potential for promoting students' knowledge transfer as it offers students opportunities to apply what they have learned in classrooms to serve communities in real-life contexts. To explore how students' knowledge transfer evolves during SL, we collected longitudinal survey data from 96 Chinese college students in a 9-week SL program. Results indicate that (a) students' perceived knowledge transfer in SL did not follow a linear trajectory. Although students' perceived knowledge transfer at the end of SL was significantly higher than those at the beginning, a slight drop was observed in the middle of SL; (b) the developmental pattern of perceived knowledge transfer varied across students; and (c) students' perceived knowledge transfer development during SL was associated with mastery goal orientation and perceptions of psychologically controlling behaviors from their SL supervisors. By providing evidence of the dynamic process and mechanisms of students' knowledge transfer development, the present study adds to our understanding of how, when, and why the benefits of SL are realized.
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Affiliation(s)
- Cong Wang
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Wenfan Yan
- Department of Leadership in Education, College of Education and Human Development, University of Massachusetts, Boston, MA, United States
| | - Fangfang Guo
- School-based Mental Health Center, Beijing Information Science and Technology University, Beijing, China
| | - Yulan Li
- School of Education Science, Nanning Normal University, Nanning, China
| | - Meilin Yao
- Faculty of Psychology, Beijing Normal University, Beijing, China
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314
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Wiklund-Hörnqvist C, Stillesjö S, Andersson M, Jonsson B, Nyberg L. Retrieval practice facilitates learning by strengthening processing in both the anterior and posterior hippocampus. Brain Behav 2021; 11:e01909. [PMID: 33094555 PMCID: PMC7821628 DOI: 10.1002/brb3.1909] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/29/2020] [Revised: 10/02/2020] [Accepted: 10/04/2020] [Indexed: 11/18/2022] Open
Abstract
INTRODUCTION AND METHODS A large number of behavioral studies show that retrieval practice is a powerful way of strengthening learning of new information. Repeated retrieval might support long-term retention in a quantitative sense by inducing stronger episodic representations or in a qualitative sense by contributing to the formation of more gist-like representations. Here we used fMRI to examine the brain bases related to the learning effects following retrieval practice and provide imaging support for both views by showing increased activation of anterior and posterior hippocampus regions during a delayed memory test. RESULTS Brain activity in the posterior hippocampus increased linearly as a function of number of successful retrievals during initial learning, whereas anterior hippocampus activity was restricted to items retrieved many but not few times during the learning phase. CONCLUSION Taken together, these findings indicate that retrieval practice strengthens subsequent retention via "dual action" in the anterior and posterior hippocampus, possibly reflecting coding of individual experiences as well as integration and generalization across multiple experiences. Our findings are of educational significance by providing insight into the brain bases of a learning method of applied relevance.
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Affiliation(s)
- Carola Wiklund-Hörnqvist
- Department of Psychology, Umeå University, Umea, Sweden.,Umeå Center for Functional Brain Imaging (UFBI), Umeå University, Umea, Sweden
| | - Sara Stillesjö
- Umeå Center for Functional Brain Imaging (UFBI), Umeå University, Umea, Sweden.,Department of Applied Educational Science, Umeå University, Umea, Sweden
| | - Micael Andersson
- Umeå Center for Functional Brain Imaging (UFBI), Umeå University, Umea, Sweden.,Department of Integrative Medical Biology, Umeå University, Umea, Sweden
| | - Bert Jonsson
- Umeå Center for Functional Brain Imaging (UFBI), Umeå University, Umea, Sweden.,Department of Applied Educational Science, Umeå University, Umea, Sweden
| | - Lars Nyberg
- Umeå Center for Functional Brain Imaging (UFBI), Umeå University, Umea, Sweden.,Department of Integrative Medical Biology, Umeå University, Umea, Sweden.,Department of Radiation Sciences, Umeå University, Umea, Sweden
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315
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Stodola TJ, Bruna SP. Medical Anthropology Courses and Concepts Tested on the MCAT: A Content Analysis of 40 U.S. Course Syllabi. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2021; 8:23821205211010812. [PMID: 33997288 PMCID: PMC8107945 DOI: 10.1177/23821205211010812] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/16/2020] [Accepted: 03/15/2021] [Indexed: 06/12/2023]
Abstract
The Association of American Medical Colleges recommends students seeking to enter medical school complete courses in the social sciences. Despite calls to teach social science-including anthropology-in pre-medical curriculum, little is known about what is taught in undergraduate medical anthropology courses and if concepts taught in those courses addresses topics tested in the MCAT exam. Given the growing number of anthropology students in baccalaureate allied health fields, there is a growing need to examine if anthropological coursework addresses relevant MCAT topics. Using a mixed methods content analysis, this study examined syllabi from forty U.S.-based medical anthropology courses to assess if MCAT concepts are taught in Medical Anthropology courses. Survey data was examined using descriptive statistics; syllabi were analyzed with NVivo using a binary coding scheme and modified grounded theory. Overall, only 8.69% of 155 possible concepts and terms from the Psychological, Social, and Biological Foundations of Behavior section of the MCAT were present in the syllabi. We close with considerations for future course design of medical anthropology courses.
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Affiliation(s)
| | - Sean P Bruna
- Sean P Bruna, Department of Anthropology,
Western Washington University, 516 High Street, Bellingham, WA 98225, USA.
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316
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Shrivastava S, Shrivastava P. Grand rounds: An effective tool in training medical undergraduate and postgraduate students. MATRIX SCIENCE MEDICA 2021. [DOI: 10.4103/mtsm.mtsm_10_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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317
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Halpin PA, Johnson J, Badoer E. Students from a large Australian university use Twitter to identify difficult course concepts to review during face-to-face lectorial sessions. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:10-17. [PMID: 33439783 DOI: 10.1152/advan.00147.2020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Revised: 09/22/2020] [Accepted: 10/23/2020] [Indexed: 06/12/2023]
Abstract
Engaging undergraduate students in large classes is a constant challenge for many lecturers, as student participation and engagement can be limited. This is a concern since there is a positive correlation between increased engagement and student success. The lack of student feedback on content delivery prevents lecturers from identifying topics that would benefit students if reviewed. Implementing novel methods to engage the students in course content and create ways by which they can inform the lecturer of the difficult concepts is needed to increase student success. In the present study, we investigated the use of Twitter as a scalable approach to enhance engagement with course content and peer-to-peer interaction in a large course. In this pilot study, students were instructed to tweet the difficult concepts identified from content delivered by videos. A software program automatically collected and parsed the tweets to extract summary statistics on the most common difficult concepts, and the lecturer used the information to prepare face-to-face (F2F) lectorial sessions. The key findings of the study were 1) the uptake of Twitter (i.e., registration on the platform) was similar to the proportion of students who participated in F2F lectorials, 2) students reviewed content soon after delivery to tweet difficult concepts to lecturer, 3) Twitter increased engagement with lecturers, 4) the difficult concepts were similar to previous years, yet the automated gathering of Twitter data was more efficient and time saving for the lecturer, and 5) students found the lectorial review sessions very valuable.
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Affiliation(s)
- Patricia A Halpin
- Department of Life Sciences, University of New Hampshire at Manchester, Manchester, New Hampshire
- School of Health and Biomedical Science within the College of Science, Engineering and Health, RMIT University, Bundoora, Melbourne, Victoria, Australia
| | - Jeremiah Johnson
- Department of Applied Engineering and Sciences, University of New Hampshire at Manchester, Manchester, New Hampshire
| | - Emilio Badoer
- School of Health and Biomedical Science within the College of Science, Engineering and Health, RMIT University, Bundoora, Melbourne, Victoria, Australia
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318
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Seraphin SB, Stock S. Non-Disposable Assignments for Remote Neuroscience Laboratory Teaching Using Analysis of Human Data. JOURNAL OF UNDERGRADUATE NEUROSCIENCE EDUCATION : JUNE : A PUBLICATION OF FUN, FACULTY FOR UNDERGRADUATE NEUROSCIENCE 2020; 19:A105-A112. [PMID: 33880097 PMCID: PMC8040850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 09/22/2020] [Accepted: 10/22/2020] [Indexed: 06/12/2023]
Abstract
To accomplish discovery learning in a remote educational context, while also addressing disparities in laboratory facility/equipment access, instructors can assign Non-Disposable Assignments (NDA) whereby students design research projects, extract data from public sources, analyze data in a cloud-based environment, and share potentially original findings. Unlike typical course assignments (e.g., lab-reports, tests) that remain in the student-teacher dyad, NDAs (e.g., disseminated presentations, visualizations, manuscripts) are associated with enhanced learning and facilitate the integration of diverse student perspectives in the creation, analysis and dissemination of neuroscience. Illustrating the design of a project-based approach to teaching neuroscience laboratory courses, we provide two example NDAs using neural imaging and physiological information available from public databases. We provide a data set in a directly usable form for teaching with R, and present an overview of two user-friendly tools, RStudio and R-Markdown, for remote teaching and learning through data analysis.
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Affiliation(s)
- Sally B. Seraphin
- Neuroscience Program, Trinity College, 300 Summit Street, Hartford, CT 06106
| | - Shannon Stock
- Mathematics and Computer Science, College of the Holy Cross, 1 College Street, Worcester, MA 01610
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319
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Exam Wrappers: It Is Time to Adopt a Nursing Student Metacognitive Tool for Exam Review. Nurs Educ Perspect 2020; 42:51-52. [PMID: 31306360 DOI: 10.1097/01.nep.0000000000000551] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
ABSTRACT Examining test performance, a common practice in nursing education, can be a vital learning tool, as well as a means of assessment. Exam or cognitive wrappers, performed by students after an exam but before the exam review, can explicitly teach students to discern between what they do and what they do not know. The process teaches metacognition, the highest level of critical thinking. Nursing students need to be proficient in metacognition for professional growth well beyond the classroom. However, little information about these cognitive exercises, known as exam wrappers, exists in nursing education today.
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320
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Hendriks F, Mayweg-Paus E, Felton M, Iordanou K, Jucks R, Zimmermann M. Constraints and Affordances of Online Engagement With Scientific Information-A Literature Review. Front Psychol 2020; 11:572744. [PMID: 33362638 PMCID: PMC7759725 DOI: 10.3389/fpsyg.2020.572744] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2020] [Accepted: 11/16/2020] [Indexed: 12/05/2022] Open
Abstract
Many urgent problems that societies currently face—from climate change to a global pandemic—require citizens to engage with scientific information as members of democratic societies as well as to solve problems in their personal lives. Most often, to solve their epistemic aims (aims directed at achieving knowledge and understanding) regarding such socio-scientific issues, individuals search for information online, where there exists a multitude of possibly relevant and highly interconnected sources of different perspectives, sometimes providing conflicting information. The paper provides a review of the literature aimed at identifying (a) constraints and affordances that scientific knowledge and the online information environment entail and (b) individuals' cognitive and motivational processes that have been found to hinder, or conversely, support practices of engagement (such as critical information evaluation or two-sided dialogue). Doing this, a conceptual framework for understanding and fostering what we call online engagement with scientific information is introduced, which is conceived as consisting of individual engagement (engaging on one's own in the search, selection, evaluation, and integration of information) and dialogic engagement (engaging in discourse with others to interpret, articulate and critically examine scientific information). In turn, this paper identifies individual and contextual conditions for individuals' goal-directed and effortful online engagement with scientific information.
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Affiliation(s)
- Friederike Hendriks
- Institute for Psychology in Education and Instruction, Department of Psychology and Sport Studies, University of Münster, Münster, Germany
| | - Elisabeth Mayweg-Paus
- Institute of Educational Studies, Faculty of Humanities and Social Sciences, Humboldt University of Berlin, Einstein Center Digital Future, Berlin, Germany
| | - Mark Felton
- Department of Teacher Education, Lurie College of Education, San Jose State University, San Jose, CA, United States
| | - Kalypso Iordanou
- School of Sciences, University of Central Lancashire, Larnaka, Cyprus
| | - Regina Jucks
- Institute for Psychology in Education and Instruction, Department of Psychology and Sport Studies, University of Münster, Münster, Germany
| | - Maria Zimmermann
- Institute of Educational Studies, Faculty of Humanities and Social Sciences, Humboldt University of Berlin, Einstein Center Digital Future, Berlin, Germany
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321
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Hertel S, Karlen Y. Implicit theories of self-regulated learning: Interplay with students' achievement goals, learning strategies, and metacognition. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 91:972-996. [PMID: 33368151 DOI: 10.1111/bjep.12402] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2019] [Revised: 11/23/2020] [Indexed: 11/28/2022]
Abstract
BACKGROUND Implicit theories are important belief systems that influence an individual's motivation and behaviour. In academic contexts, domain-general implicit theories of ability (e.g., intelligence) and their relation to self-regulated learning (SRL) have been examined. AIMS In this study, we followed a domain-specific approach and first introduced scales to assess students' implicit theories of the malleability and of the relevance of SRL. Second, we investigated how implicit theories of SRL are related to students' SRL. Third, we examined the relationship of implicit theories of SRL with students' demographics and personality traits. SAMPLE Participants were students from a medium-sized university in Germany (N = 254) aged M = 23.85 years. METHODS Data on students' demographics and personality traits, implicit theories of intelligence (INT), achievement goals, and learning strategies were collected with well-established measures. In addition, students' implicit theories of SRL and their declarative metacognitive knowledge about SRL were assessed with measures developed within this study. Confirmatory factor analyses and regression analyses were performed. RESULTS The two postulated dimensions of implicit theories of SRL were supported. As expected, implicit theories of SRL were more strongly related to students' achievement goals, learning strategies, and metacognitive knowledge than implicit theories of INT. Moreover, implicit theories of SRL were mostly unrelated to students' demographics and personality traits. CONCLUSION The results emphasize that domain-specific implicit theories of SRL contribute substantially to the explanation of students' SRL. Thus, further research on SRL should consider domain-specific implicit theories of SRL in addition to implicit theories of INT.
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Affiliation(s)
- Silke Hertel
- Institute of Education Science, Heidelberg University, Heidelberg, Germany
| | - Yves Karlen
- School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
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322
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Hakelind C, Steinvall A, Deutschmann M. The Power of Aha! On Stimulating and Guiding Students towards Self-Awareness and Critical Reflection while Teaching about Personality Psychology and Gender Stereotypes. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2020. [DOI: 10.1177/1475725720979460] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This qualitative study introduces a pedagogic design which addresses the challenging task of teaching and learning self-awareness and critical reflection in the teaching of psychology. The context of the study was a course in personality psychology for first year students, and the topic of interest was how the perception of personality is affected by gender stereotypes. The pedagogic design included the recording of a mixed-sex dialogue, which was then digitally altered for pitch and timbre producing two gender-switched versions of one single recording. Students were divided into two groups who listened to one of the two different voice alterations, and were given the task to rate the personality traits of male or female sounding versions of the same character. In the subsequent debriefing seminar, students were presented with the data from their ratings. These results were then used as a reference point for inter-group discussion, and later students were also asked to reflect over the activity individually in writing. A thematic analysis of their written answers indicates that this pedagogic setup, in combination with guided reflection, can be helpful to challenge students’ own assumptions, aiding self-awareness and critical reflection related to stereotyping.
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Affiliation(s)
- Camilla Hakelind
- Department of Psychology, Umeå University, Sweden
- School of Humanities, Education and Social Sciences, Örebro University, Sweden
| | - Anders Steinvall
- Department of Language Studies, Umeå University, Sweden
- School of Humanities, Education and Social Sciences, Örebro University, Sweden
| | - Mats Deutschmann
- School of Humanities, Education and Social Sciences, Örebro University, Sweden
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323
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Pinto M, Fernández-Pascual R, Lopes C, Antunes ML, Sanches T. Perceptions of information literacy competencies among future psychology professionals: a comparative study in Spain and Portugal. ASLIB J INFORM MANAG 2020. [DOI: 10.1108/ajim-04-2020-0103] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThe aim of the study is to analyze the perceptions of belief-in-importance (BI), self-efficacy (SE) and preferred source of learning (SL) of information literacy (IL) competencies among psychology students in Spain and Portugal.Design/methodology/approachUnified protocol was based on the questionnaire IL-HUMASS (26 items). Quantitative diagnostic-comparative study was carried out, including factor and variance analysis. Hypothesis compliance was checked.FindingsBy country, there are no significant differences in students' perceptions, although the scores in BI are higher than in SE. By category, there are some significant differences, and the least valued is that of processing. By individual competency, seven of them show differences between countries. Learning preferences are for a mix of classroom and autonomous learning. Students barely realize the value of libraries. Within factor structures, which share the same components in each dimension, some emerging factors do appear.Practical implicationsMotivation (BI and SE) with respect to IL competencies is a key asset for future psychologists. Interest should focus on some emerging motivational factors. Students' appreciation of the library should enhance through the corresponding initiatives for improvement. This method could be complemented by qualitative studies.Originality/valueThis is probably the first diagnostic-comparative study on perceptions of IL competencies among future psychology professionals.
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324
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Richardson M, Abraham C. Conscientiousness and achievement motivation predict performance. EUROPEAN JOURNAL OF PERSONALITY 2020. [DOI: 10.1002/per.732] [Citation(s) in RCA: 97] [Impact Index Per Article: 24.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
A prospective survey was conducted to identify predictors of university students' grade point average (GPA) using separate samples of female (N = 472) and male (N = 142) students over 9 months. Big five personality traits and achievement motivation were measured. Correlations show that conscientiousness (C) and achievement motivation explained variation in GPA. Latent variable structural equation modelling showed that the effect of C on GPA is fully mediated by achievement motivation for both female and male students. Invariant factor and structural mediation models across the female and male groups are also reported. Finally, the mediation model is shown to remain significant after scholastic achievement is controlled. The findings are interpreted within the framework of Neo‐Socioanalytic theory. Copyright © 2009 John Wiley & Sons, Ltd.
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325
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The impact of graphic motor programs and detailed visual analysis on letter-like shape recognition. Cognition 2020; 205:104443. [DOI: 10.1016/j.cognition.2020.104443] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2019] [Revised: 08/14/2020] [Accepted: 08/18/2020] [Indexed: 11/21/2022]
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326
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Pieper M, Roelle J, vom Hofe R, Salle A, Berthold K. Feedback in Reflective Journals Fosters Reflection Skills of Student Teachers. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2020. [DOI: 10.1177/1475725720966190] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The main goal of this study was to test whether feedback from a lecturer and tutor on an initial reflective journal entry fosters reflection quality in a subsequent journal entry and reflection skills in student teachers. To address these questions, we, a team of educators and psychologists, conducted a field experiment during the practical semester. Student teachers ( N = 54; 40 female) wrote two reflective journals about their own classroom teachings on an online-platform and were randomly assigned to one of two conditions: (a) reflective journaling with feedback (experimental condition, n = 27) or (b) reflective journaling without feedback (control condition, n = 27). Feedback in reflective journaling fostered reflection quality in the subsequent journal entry and conceptual knowledge about reflection. These findings indicate that feedback in reflective journal-keeping exerts a powerful influence in fostering reflection in student teachers during their practical semester.
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Affiliation(s)
- Martin Pieper
- Faculty of Psychology and Sports Science, Bielefeld University, Germany
| | - Julian Roelle
- Faculty of Philosophy and Educational Research, Ruhr University Bochum, Germany
| | | | | | - Kirsten Berthold
- Faculty of Psychology and Sports Science, Bielefeld University, Germany
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327
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Kılıçkaya F, Kic-Drgas J. Issues of context and design in OER (open educational resources). EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT : ETR & D 2020; 69:401-405. [PMID: 33250612 PMCID: PMC7682757 DOI: 10.1007/s11423-020-09852-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/22/2020] [Indexed: 06/12/2023]
Abstract
The study conducted by Hilton (2016) focused on open educational resources (OER) by analyzing the findings of 16 studies that investigated (a) the influence of OER on academic learning outcomes at the tertiary context, and (b) students' and instructors' perceptions of OER in their teaching and learning contexts. Hilton's analysis of the findings of these studies indicated two major findings: (1) when students use OER, they obtain the same learning outcomes as with traditional textbooks while saving money; and (2) both students and teachers find OER comparable to traditional learning resources in terms of quality. Several advantages of OER were also revealed. These included low or no cost of OER, perceived ease of reading and access, their ability to provide the same learning outcomes as traditional materials, and students' and instructors' positive perceptions. By indicating the role of OER in obtaining the same or similar learning, the study has also suggested that OER be considered useful sources for classes and also a valid replacement for commercial textbooks. However, we also need to consider the context where OER will be used and how OER are designed and used in this context since these two determine whether OER will work and suffice. This article considers the contextual factors and design of OER, and the limitations of Hilton's work in addition to several ideas and suggestions for further research regarding OER in online and face-to-face instruction.
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328
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Park NK, Jang W, Thomas EL, Smith J. How to Organize Creative and Innovative Teams: Creative Self-Efficacy and Innovative Team Performance. CREATIVITY RESEARCH JOURNAL 2020. [DOI: 10.1080/10400419.2020.1842010] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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329
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Newell SJ, Chur‐hansen A, Strelan P. A systematic narrative review of psychological literacy measurement. AUSTRALIAN JOURNAL OF PSYCHOLOGY 2020. [DOI: 10.1111/ajpy.12278] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Samantha J. Newell
- School of Psychology, University of Adelaide, Adelaide, South Australia, Australia,
| | - Anna Chur‐hansen
- School of Psychology, University of Adelaide, Adelaide, South Australia, Australia,
| | - Peter Strelan
- School of Psychology, University of Adelaide, Adelaide, South Australia, Australia,
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330
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Morris S, Cranney J, Jeong JM, Mellish L. Developing psychological literacy: Student perceptions of graduate attributes. AUSTRALIAN JOURNAL OF PSYCHOLOGY 2020. [DOI: 10.1111/ajpy.12010] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Sue Morris
- School of Psychology, University of New South Wales, Sydney, New South Wales, Australia,
| | - Jacquelyn Cranney
- School of Psychology, University of New South Wales, Sydney, New South Wales, Australia,
| | - Jun Mo Jeong
- School of Psychology, University of New South Wales, Sydney, New South Wales, Australia,
| | - Leigh Mellish
- School of Psychology, University of New South Wales, Sydney, New South Wales, Australia,
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331
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Roberts LD, Allen PJ. A brief measure of student perceptions of the educational value of research participation. AUSTRALIAN JOURNAL OF PSYCHOLOGY 2020. [DOI: 10.1111/ajpy.12007] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
- Lynne D. Roberts
- School of Psychology and Speech Pathology, Curtin Health Innovation Research Institute, Curtin University, Perth, Western Australia, Australia,
| | - Peter J. Allen
- School of Psychology and Speech Pathology, Curtin Health Innovation Research Institute, Curtin University, Perth, Western Australia, Australia,
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332
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Chester A, Burton LJ, Xenos S, Elgar K. Peer mentoring: Supporting successful transition for first year undergraduate psychology students. AUSTRALIAN JOURNAL OF PSYCHOLOGY 2020. [DOI: 10.1111/ajpy.12006] [Citation(s) in RCA: 46] [Impact Index Per Article: 11.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
| | - Lorelle J. Burton
- University of Southern Queensland, Toowoomba, Queensland, Australia,
| | - Sophie Xenos
- RMIT University, Melbourne, Victoria, Australia,
| | - Karen Elgar
- RMIT University, Melbourne, Victoria, Australia,
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333
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Knott VE, Mak AS, Neill JT. Teaching intercultural competencies in introductory psychology via application of the Excellence in Cultural Experiential Learning and Leadership model. AUSTRALIAN JOURNAL OF PSYCHOLOGY 2020. [DOI: 10.1111/ajpy.12008] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Vikki E. Knott
- Centre for Applied Psychology, University of Canberra, Bruce, Australia,
| | - Anita S. Mak
- Centre for Applied Psychology, University of Canberra, Bruce, Australia,
| | - James T. Neill
- Centre for Applied Psychology, University of Canberra, Bruce, Australia,
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334
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Karantzas GC, Avery MR, Macfarlane S, Mussap A, Tooley G, Hazelwood Z, Fitness J. Enhancing critical analysis and problem‐solving skills in undergraduate psychology: An evaluation of a collaborative learning and problem‐based learning approach. AUSTRALIAN JOURNAL OF PSYCHOLOGY 2020. [DOI: 10.1111/ajpy.12009] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
| | | | | | | | | | - Zoe Hazelwood
- Queensland University of Technology, Kelvin Grove, Queensland, Australia,
| | - Julie Fitness
- Macquarie University, Sydney, New South Wales, Australia,
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335
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Green RA, Conlon EG, Morrissey SA. Task values and self‐efficacy beliefs of undergraduate psychology students. AUSTRALIAN JOURNAL OF PSYCHOLOGY 2020. [DOI: 10.1111/ajpy.12125] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Rebecca A. Green
- School of Applied Psychology and Menzies Health Institute Queensland, Griffith University, Gold Coast, Queensland, Australia,
| | - Elizabeth G. Conlon
- School of Applied Psychology and Menzies Health Institute Queensland, Griffith University, Gold Coast, Queensland, Australia,
| | - Shirley A. Morrissey
- School of Applied Psychology and Menzies Health Institute Queensland, Griffith University, Gold Coast, Queensland, Australia,
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336
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Tabibzadeh N, Mullaert J, Zafrani L, Balagny P, Frija-Masson J, Marin S, Lefort A, Vidal-Petiot E, Flamant M. Knowledge self-monitoring, efficiency, and determinants of self-confidence statement in multiple choice questions in medical students. BMC MEDICAL EDUCATION 2020; 20:445. [PMID: 33213443 PMCID: PMC7678098 DOI: 10.1186/s12909-020-02352-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Accepted: 11/02/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Multiple-choice question (MCQ) tests are commonly used to evaluate medical students, but they do not assess self-confidence nor penalize lucky guess or harmful behaviors. Based on a scoring method according to the appropriateness of confidence in answers, the study aimed at assessing knowledge self-monitoring and efficiency, and the determinants of self-confidence. METHODS A cross-sectional study of 842 s- and third-year medical students who were asked to state their level of confidence (A: very confident, B: moderately confident and C: not confident) during 12 tests (106,806 events). A bonus was applied if the level of confidence matched with the correctness of the answer, and a penalty was applied in the case of inappropriate confidence. RESULTS Level A was selected more appropriately by the top 20% students whereas level C was selected more appropriately by the lower 20% students. Efficiency of higher-performing students was higher when correct (among correct answers, rate of A statement), but worse when incorrect compared to the bottom 20% students (among incorrect answers, rate of C statement). B and C statements were independently associated with female and male gender, respectively (OR for male vs female = 0.89 [0.82-0.96], p = 0.004, for level B and 1.15 [1.01-1.32], p = 0.047, for level C). CONCLUSION While both addressing the gender confidence gap, knowledge self-monitoring might improve awareness of students' knowledge whereas efficiency might evaluate appropriate behavior in clinical practice. These results suggest differential feedback during training in higher versus lower-performing students, and potentially harmful behavior in decision-making during clinical practice in higher-performing students.
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Affiliation(s)
- Nahid Tabibzadeh
- Physiologie-Explorations Fonctionnelles, FHU APOLLO, Assistance Publique Hôpitaux de Paris, Hôpital Bichat-Claude Bernard, Université de Paris, CRI, INSERM, F-75018, Paris, France.
| | - Jimmy Mullaert
- Biostatistics, Epidemiology and Clinical Research Department, APHP Hôpital Bichat, Université de Paris, IAME, INSERM, F-75018, Paris, France
| | - Lara Zafrani
- Intensive Care Unit, APHP, Hôpital Saint-Louis, Université de Paris, UMR 976, INSERM, F-75010, Paris, France
| | - Pauline Balagny
- Physiologie-Explorations Fonctionnelles, FHU APOLLO, Assistance Publique Hôpitaux de Paris, Hôpital Bichat-Claude Bernard, Université de Paris, CRI, INSERM, F-75018, Paris, France
| | - Justine Frija-Masson
- Physiologie-Explorations Fonctionnelles, FHU APOLLO, Assistance Publique Hôpitaux de Paris, Hôpital Bichat-Claude Bernard, Université de Paris, Neurodiderot, INSERM, F-75018, Paris, France
| | - Stéphanie Marin
- Department of Educational Sciences in the Dean's office, Faculté de Médecine, Paris Diderot University, Paris, France
| | - Agnès Lefort
- Department of Internal Medicine, Assistance Publique Hôpitaux de Paris, Hôpital Beaujon, Université de Paris, iLumens Paris-Diderot Simulation Department, IAME, UMR 1137, INSERM, Paris, F-75018, France
| | - Emmanuelle Vidal-Petiot
- Physiologie-Explorations Fonctionnelles, FHU APOLLO, Assistance Publique Hôpitaux de Paris, Hôpital Bichat-Claude Bernard, Université de Paris, CRI, INSERM, F-75018, Paris, France
| | - Martin Flamant
- Physiologie-Explorations Fonctionnelles, FHU APOLLO, Assistance Publique Hôpitaux de Paris, Hôpital Bichat-Claude Bernard, Université de Paris, CRI, INSERM, F-75018, Paris, France.
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337
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Emotion Regulation and Psychological Well-being as Contributors Towards Mindfulness Among Under-Graduate Students. HUMAN ARENAS 2020. [DOI: 10.1007/s42087-020-00144-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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338
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Baillie AJ, Proudfoot H, Knight R, Peters L, Sweller J, Schwartz S, Pachana NA. Teaching Methods to Complement Competencies in Reducing the “Junkyard” Curriculum in Clinical Psychology. AUSTRALIAN PSYCHOLOGIST 2020. [DOI: 10.1111/j.1742-9544.2011.00036.x] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
| | | | | | - Lorna Peters
- Centre for Emotional Health
- Psychology Department
| | - John Sweller
- School of Education, University of New South Wales
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339
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Gonsalvez CJ, Wahnon T, Deane FP. Goal‐setting, Feedback, and Assessment Practices Reported by Australian Clinical Supervisors. AUSTRALIAN PSYCHOLOGIST 2020. [DOI: 10.1111/ap.12175] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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340
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Yap K, Bearman M, Thomas N, Hay M. Clinical Psychology Students’ Experiences of a Pilot Objective Structured Clinical Examination. AUSTRALIAN PSYCHOLOGIST 2020. [DOI: 10.1111/j.1742-9544.2012.00078.x] [Citation(s) in RCA: 37] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Keong Yap
- School of Health Sciences, RMIT University,
| | - Margaret Bearman
- Health Professions Education and Educational Research (HealthPEER), Faculty of Medicine, Nursing and Health Sciencesb, Monash University,
| | - Neil Thomas
- Monash Alfred Psychiatry Research Centre, The Alfred,
| | - Margaret Hay
- Health Professions Education and Educational Research (HealthPEER), Faculty of Medicine, Nursing and Health Sciencesb, Monash University,
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341
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Egan S, Tobin M, Palmer B, Coffey A, Dahly D, Houghton C, Ó Carragáin E, Toomey E, Dockray S, Matvienko-Sikar K. Developing an open educational resource for open research: Protocol for the PaPOR TRAIL project. HRB Open Res 2020; 3:84. [PMID: 33364548 PMCID: PMC7737705 DOI: 10.12688/hrbopenres.13171.1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/06/2020] [Indexed: 11/20/2022] Open
Abstract
Background: Open research involves actions at all stages of the research cycle to make the research process and outputs more transparent and accessible. Though a number of initiatives exist for researchers at PhD, post-doctoral and more senior levels, there remains a critical need for educational resources for research students at earlier career stages and across disciplines. The aim of the Principles and Practices of Open Research: Teaching, Research, Impact, and Learning (PaPOR TRaIL) project is to develop an open educational resource (OER) on the principles and practice of open research for undergraduate and master's students. Methods: In stage 1, interviews and surveys of students and supervisors are being conducted to explore students' and supervisors' knowledge, attitudes, and experiences of open research, in addition to needs and preferences for the content and delivery of the OER. Stage 2 involves development of the OER content and delivery, based on Stage 1 engagement and national and international guidance on best practice in conducting and teaching open research. In Stage 3, students and supervisors will evaluate the developed OER and provide feedback in terms of OER usability, learning experience and learning outcomes. This feedback will guide revisions and finalisation of the OER content, format and learning activities. Discussion: The PaPOR TRaIL project will develop an evidence-based OER that provides a foundation in all aspects of open research theory & practice. Teaching undergraduate and master's students open research will promote development of core research values and equip them with transferable competencies and skills, including how to conduct and use research in a trustworthy and ethical manner within and beyond academia. Enhancing teaching and learning of open research will promote better teaching and research outcomes that will benefit individuals, universities, and science more broadly.
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Affiliation(s)
- Sophia Egan
- School of Public Health, University College Cork, Cork, Ireland
| | - Mary Tobin
- School of Public Health, University College Cork, Cork, Ireland
| | - Brendan Palmer
- School of Public Health, University College Cork, Cork, Ireland
- Health Research Board Clinical Research Facility Cork, University College Cork, Cork, Ireland
| | - Aoife Coffey
- UCC Library, University College Cork, Cork, Ireland
| | - Darren Dahly
- School of Public Health, University College Cork, Cork, Ireland
- Health Research Board Clinical Research Facility Cork, University College Cork, Cork, Ireland
| | - Catherine Houghton
- School of Nursing and Midwifery, National University of Ireland, Galway, Galway, Ireland
| | | | - Elaine Toomey
- School of Allied Health, University of Limerick, Limerick, Ireland
| | - Samantha Dockray
- School of Applied Psychology, University College Cork, Cork, Ireland
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342
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Hamilton K, Morrissey SA, Farrell LJ, Ellu MC, O'donovan A, Weinbrecht T, O'connor EL. Increasing Psychological Literacy and Work Readiness of Australian Psychology Undergraduates through a Capstone and Work‐Integrated Learning Experience: Current Issues and What Needs to be Done. AUSTRALIAN PSYCHOLOGIST 2020. [DOI: 10.1111/ap.12309] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Kyra Hamilton
- School of Applied Psychology, Menzies Health Institute Queensland, Griffith University,
| | - Shirley A. Morrissey
- School of Applied Psychology, Menzies Health Institute Queensland, Griffith University,
| | - Lara J. Farrell
- School of Applied Psychology, Menzies Health Institute Queensland, Griffith University,
| | - Michelle C. Ellu
- School of Applied Psychology, Menzies Health Institute Queensland, Griffith University,
| | - Analise O'donovan
- School of Applied Psychology, Menzies Health Institute Queensland, Griffith University,
| | - Tanja Weinbrecht
- School of Applied Psychology, Menzies Health Institute Queensland, Griffith University,
| | - Erin L. O'connor
- School of Psychology and Counselling, Queensland University of Technology,
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343
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Enders N, Gaschler R, Kubik V. Online Quizzes with Closed Questions in Formal Assessment: How Elaborate Feedback can Promote Learning. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2020. [DOI: 10.1177/1475725720971205] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
Online-quizzes are an economic and objective method for formative assessment in universities. However, closed questions have been criticized for promoting shallow learning and resulting often in poor learning outcomes. These disadvantages can be overcome by embedding closed questions in effective instructional designs involving feedback. In the present field study, a final sample of N = 496 students completed the same online quiz, consisting of 60 true–false statements on the biological bases of psychology in two sessions. In order to enhance the benefit of formative testing on students’ test achievement in Session 2, students received elaborate feedback (i.e., by providing explanations for the in-/correctness) for half of their answers in Session 1, and corrective feedback (i.e., just indicating the in-/correctness) for the other half. The results showed that students scored higher in Session 2 if elaborate feedback had been provided in Session 1, compared with when corrective feedback was provided. More specifically, students profited more from elaborate feedback on incorrect answers in Session 1 than from feedback on correct answers. As a practical recommendation, self-administered formative tests with closed-question format should at least provide explanations why students’ answers are incorrect.
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Affiliation(s)
- Natalie Enders
- Department of Psychology, Universität Hildesheim, Germany
| | | | - Veit Kubik
- Department of Psychology, FernUniversität in Hagen, Germany
- Department of Psychology, Bielefeld University, Germany
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344
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Humphreys L, Crino R, Wilson I, Hannan T. A preliminary analysis of a competence assessment tool for postgraduate training programmes in clinical and forensic psychology. CLIN PSYCHOL-UK 2020. [DOI: 10.1111/cp.12080] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Leanne Humphreys
- School of Psychology, Charles Sturt University, Bathurst, New South Wales, Australia,
| | - Rocco Crino
- School of Psychology, Charles Sturt University, Bathurst, New South Wales, Australia,
| | - Ian Wilson
- School of Psychology, Charles Sturt University, Bathurst, New South Wales, Australia,
| | - Timothy Hannan
- School of Psychology, Charles Sturt University, Bathurst, New South Wales, Australia,
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345
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Barrett J, Gonsalvez CJ, Shires A. Evidence‐based practice within supervision during psychology practitioner training: A systematic review. CLIN PSYCHOL-UK 2020. [DOI: 10.1111/cp.12196] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Jessica Barrett
- Graduate School of Health, University of Technology Sydney, Ultimo, New South Wales, Australia,
| | - Craig J. Gonsalvez
- School of Social Sciences & Psychology, Western Sydney University, Penrith, New South Wales, Australia,
| | - Alice Shires
- Graduate School of Health, University of Technology Sydney, Ultimo, New South Wales, Australia,
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346
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Wood N. Racism in clinical psychology within the heart of the old empire. SOUTH AFRICAN JOURNAL OF PSYCHOLOGY 2020. [DOI: 10.1177/0081246320968233] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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347
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Improving the Competency of Nurses. JOURNAL OF INFUSION NURSING 2020; 43:357-368. [PMID: 33141797 DOI: 10.1097/nan.0000000000000395] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
To decrease infusion pump administration errors, time-consuming training is often initiated. The aims of this study were twofold: to develop minimum competency requirements for programming and operation of infusion pumps and to develop and validate a test for nurses based on those requirements. The test was completed by 226 nurses between May and December 2017. This study demonstrates that testing is a promising method to assess the competency of nurses in using medical devices. Moreover, test acceptability among nurses is high. Using competency requirements to develop a test offers the potential to tailor training needs and reduce training time.
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348
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A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions. SUSTAINABILITY 2020. [DOI: 10.3390/su12219129] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Open Educational Resources (OER) have been researched for a long time in the open education field. Researchers are now shifting their focus from resources to practices for delivering open education, an area called Open Educational Practices (OEP). However, there is little information in the related literature regarding the design of an OEP-based course or the impact of these types of courses. Therefore, this study designs a new OEP-based course at a public university for teaching family education during the COVID-19 pandemic. It also investigates its impact on learning motivation and teachers’ perceptions. In this context, a practical pilot experiment using both qualitative and quantitative methods was conducted. Specifically, 36 learners participated in this experiment. The obtained findings highlight: (1) an innovative design framework for OEP-based courses that teachers can refer to in their contexts; (2) that learners had a high motivation level in terms of knowledge achievements, individual connection and engagement when taking the OEP-based course; and (3) several advantages and challenges of the OEP-based course from the teacher’s and learners’ perspectives. For instance, the teacher reported the fear of losing control over the learning process when applying OEP. The findings of this paper can help researchers and educators in adopting OEP in higher education especially in times of crises, as well as increase the sustainability of OEP, hence contributing to open education development.
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349
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Francis AP, Wieth MB, Zabel KL, Carr TH. A Classroom Study on the Role of Prior Knowledge and Retrieval Tool in the Testing Effect. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2020. [DOI: 10.1177/1475725720924872] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This quasi-experimental study investigated the role of prior psychology knowledge and in-class retrieval activity in the testing effect. Undergraduate introductory psychology students ( N = 53) from two classes at a small liberal arts college practiced retrieving information in class with multiple-choice quizzing and concept mapping. Prior psychology knowledge was measured using a 25-item multiple-choice pretest. Both students with high and low prior psychology knowledge had higher scores on examination material that was practiced in class with retrieval-based concept mapping compared to traditional multiple-choice quizzes and to no organized in-class retrieval activity at all. Only students with high prior psychology knowledge had higher scores on quizzed material compared to no organized in-class retrieval practice, and these scores were lower than those on material that was practiced with in-class concept mapping. In comparison to administering multiple-choice quiz questions, a more useful in-class activity might be to have students, especially those with less prior psychology knowledge, practice retrieving material through free recall and connection building activities such as a concept map.
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Affiliation(s)
- Andrea P. Francis
- Albion College, United States of America
- Michigan State University, United States of America
| | - Mareike B. Wieth
- Albion College, United States of America
- Michigan State University, United States of America
| | - Kevin L. Zabel
- University of Wisconsin La Crosse, United States of America
- Michigan State University, United States of America
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350
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Ruiz A, Warchal J, You D. Teaching Ethics to Undergraduate Psychology Students: Review of the Evidence and Recommendations. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2020. [DOI: 10.1177/1475725720923434] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Teaching ethics to undergraduate psychology students has been the focus of professional organizations for several years. However, the evidence that psychology programs are teaching ethics and its effectiveness is scarce. In this review, we present recent evidence on teaching ethics based on three themes: delivery of ethics in the curriculum, instructional strategies, and faculty issues related to teaching ethics to undergraduates. We describe a model for incorporating ethics in the culture of the institution. Further, we provide recommendations for both teaching and researching ethics education.
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Affiliation(s)
- Ana Ruiz
- Alvernia University, USA
- Alvernia University, USA
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