An analysis of thinking preferences across three health care disciplines

Wium, Anna-Marie; Pitout, Hanlie; Human, Anri; Toit, Pieter Hertzog Du

doi:10.1080/14703297.2015.1117010

Cited by 3 publications

References 8 publications

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Incorporating Parents' Lived Experiences Into the Pediatric Audiology Course: A Qualitative Analysis of Student Reflections

Alanazi,

Nicholson

2024

Am J Audiol

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Purpose: This study explores the underutilized pedagogical approach of incorporating lived experiences of parents with children possessing diverse hearing profiles and their family characteristics into the audiology curriculum for students. The aim was to investigate the impact of integrating such experiences into the classroom as an andragogical learning experience through the qualitative analysis of written student reflections. Method: Twelve ( N = 12) third-year female audiology students enrolled in a pediatric auditory (re)habilitation course attended a parent panel presentation during their regularly scheduled face-to-face class. Five parents of children with diverse hearing differences and diverse technology, communication, and educational choices participated on the panel as guest speakers via the Zoom platform. Students completed written reflections based on Rolfe's reflective framework. Written reflections were downloaded from Canvas and de-identified prior to uploading to NVivo software for coding, utilizing an inductive grounded theory coding strategy coupled with content analysis. Findings: This study underscores the effectiveness of written reflections as an effective andragogical learning model. Through reflective practice, students gained a deeper understanding of their experiences, values, and learning journeys, enhancing their competency in pediatric audiology and auditory (re)habilitation. Students articulated previous knowledge and learning experiences, utilized newfound insights from exposure to the parent panel of shared lived experiences, and connected this knowledge with future clinical applications. Conclusions: Key findings underscore the effectiveness of reflective practice as an andragogical learning model, facilitating the integration of prior experiences with new knowledge. Moreover, it aids the transition of the professional journey from the familiar to the unfamiliar, demonstrating the impact of combining real-world lived experiences to reinforce and highlight classroom topics. Additionally, reflective practice enhances professional efficacy by valuing patient/parent perspectives regarding clinical care and aligning with evidence-based principles.

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Incorporating Parents' Lived Experiences Into the Pediatric Audiology Course: A Qualitative Analysis of Student Reflections

Alanazi,

Nicholson

2024

Am J Audiol

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An African perspective on collaborative interprofessional curriculum evolvement: a qualitative reflection.

Pitout

Barnard-Ashton

Adams

et al. 2022

Preprint

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Background: Developing interprofessional education and collaborative practice curricula benefits from multiple perspectives. There is an abundance of literature available on such curricula, but very few combine research evidence with theoretical guidelines for planning. Method: Brookfield’s theory guided a critical reflection of the development of a curriculum at a South African University, with his four identified Lenses focusing on perspectives of the: 1) principal investigator, 2) students, 3) lecturers and 4) available literature. Data were collected through focus groups with students and lecturers, a needs survey, events feedback, and review of literature. The aim of this paper is to clarify understanding and guide curriculum planning and development. Results: The two identified themes encapsulated several categories each. Theme A addresses the formal curriculum and include embeddedness across professions curricula, highlighting the importance of buy-in from management, offering it across all years of study as an integrated subject and curriculum management issues. Further considerations are the content of the curriculum, presented through a scaffolded approach, addressing core competencies and benchmarking with other institutions. The methods used for teaching, learning and assessment included the preparation of lecturers to facilitate and use of a variety of learning and assessment methods. Theme B addresses teamwork between stakeholders, including the importance of role models, patient-centred care, appreciation of diversity e.g., vernacular of the professions and level of preparedness for IPECP and the importance and affordances in terms of egalitarian relationships based on respect and recognition and hegemony. Conclusion: The lenses highlighted the complexity of curriculum planning and encapsulated both unique views as well as diverse complimentary perspectives of aspects to consider for buy-in of an IPECP curriculum.

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Reflecting on more than 20 years of involvement in a postgraduate higher education qualification for academics: May I dare use an auto-ethnographic lens?

Toit

2018

The Journal for Transdisciplinary Research in Southern Africa

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An analysis of thinking preferences across three health care disciplines

Cited by 3 publications

References 8 publications

Incorporating Parents' Lived Experiences Into the Pediatric Audiology Course: A Qualitative Analysis of Student Reflections

Incorporating Parents' Lived Experiences Into the Pediatric Audiology Course: A Qualitative Analysis of Student Reflections

An African perspective on collaborative interprofessional curriculum evolvement: a qualitative reflection.

Reflecting on more than 20 years of involvement in a postgraduate higher education qualification for academics: May I dare use an auto-ethnographic lens?

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