Consulting Pupils

Flutter, Julia; Rudduck, Jean

doi:10.4324/9780203464380

Cited by 290 publications

(31 citation statements)

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“… 46 Researchers have also suggested that students can inform schools a great deal about what is needed for change and improvement. 47 In line with this, qualitative data were collected through a 30–45 minute individual, semi-structured interview of four fourth-year medical students. Having considered alternative sampling techniques such as random selection 48 and purposeful sampling, 49 it was decided to lay the responsibility for selecting the interviewees at the feet of the students themselves.…”

Section: Methodsmentioning

confidence: 99%

Broadening conceptions of medical student mistreatment during clinical teaching: message from a study of “toxic” phenomenon during bedside teaching

Olasoji¹

2018

AMEP

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PurposePart of the local hidden curriculum during clinical training of students in the University of Maiduguri medical college in Nigeria, metaphorically referred to as “toxic” practice by students, are situations where a teacher belittles and/or humiliates a student who has fallen short of expected performance, with the belief that such humiliation as part of feedback will lead to improvement in future performance. Through a framework of sociocultural perspective, this study gathered data to define the breadth and magnitude of this practice and identify risk and protective factors with the aim of assessing effectiveness of current intervention strategies.Materials and methodsUsing a mixed method research approach, quantitative data were collected from fourth-year medical students in a Nigerian medical college through a survey questionnaire, and qualitative data were obtained through a face-to-face, individual, semi-structured interview of students attending the same institution.ResultsFindings indicate that many students continue to experience “toxic” practice, with only very few reporting the incidents to relevant authorities, raising important questions about the appropriateness of current intervention efforts.ConclusionCurrent intervention strategies grossly underestimate the influence of institutional forces that can lead to or promote this behavior. Acknowledgment of this has implications for an appropriate intervention strategy.

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Section: Methodsmentioning

confidence: 99%

Broadening conceptions of medical student mistreatment during clinical teaching: message from a study of “toxic” phenomenon during bedside teaching

Olasoji¹

2018

AMEP

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“…It is noteworthy that the knowledge domain dominated the ranking of competencies that were deemed most important by participants. This is unsurprising given that the primary focus in schools is the cognitive development of children, and the ensuing dominance of student performativity [ 60 – 62 ]. In recent decades the promotion of education for the knowledge economy [ 63 ] has resulted in the emphasis on the cognitive domain in schools [ 64 , 65 ].…”

Section: Discussionmentioning

confidence: 99%

Teacher Competencies in Health Education: Results of a Delphi Study

et al. 2015

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ObjectiveThe aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students.Method/ResultsA three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an electronic questionnaire. The first round contained an open ended question in which participants were asked to name and define all the competencies they perceived were important. Thematic analysis was undertaken on these data. A list of 36 competencies was created from this round. This list was then returned to the same participants and they were asked to rate each competency on a 7 point semantic differential scale in terms of importance. The resulting data were then analysed. For the final round, participants were presented with a list of 33 competencies and were asked to rank them again, in order of importance.ConclusionTwelve core competencies emerged from the analysis and these competencies comprised of a mixture of knowledge, attitude and skills. The authors suggest that how these competencies are achieved and operationalised in the school context can be quite complex and multi-faceted. While the authors do not seek to generalise from the study they suggest that these competencies are an important input for all stakeholders, in order to question national and international teacher guidelines. In addition the competencies identified may provide a useful starting point for others to undertake deeper analysis of what it means to be an effective health educator in schools.

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“…Following a Bernsteinian line of thought, Arnot et al (2004) propose the concept of voice, built on emancipatory critical traditions, which recognises young people as key stakeholders in education, and emphasises the need to incorporate their voices in the analysis of their life contexts. Some aspects of this emphasis become clear in the debates that highlight the need to (a) include young people’s voices in the agenda and recognise them as key stakeholders (Angus, 2006); (b) build a system of confidence (Cook-Sather, 2002); and (c) have effective mechanisms of consultation and participation that encourage students ‘to see themselves as members of a learning community or, indeed, a learning society’ (Flutter and Rudduck, 2004: 21).…”

Section: Introductionmentioning

confidence: 99%

What do young adults’ educational experiences tell us about Early School Leaving processes?

Santos

Nada

Macedo

et al. 2020

European Educational Research Journal

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What leads young people to disengage and leave school early? This paper focuses on young adults’ educational trajectories, with the objective of identifying useful insights for improving school measures and strategies against early school leaving and school disengagement. Specifically, it draws upon an empirical study with young adults from the north of Portugal. Longitudinal bio-interviews took place with young men and women, aged 17 to 24, who were enrolled in secondary education at mainstream schools or in alternative learning contexts or who were early school leavers. A set of critical moments and circumstances were identified as turning points in the young adults’ descriptions of their school trajectories, revealing both obstacles and incentives to continue studying. Based on these narratives, the study identifies some risk and protective factors for early school leaving and makes suggestions about how to improve school-based measures to prevent school disengagement. Some key recommendations for schools include: increased support mechanisms during educational transitions; a firm stance on bullying and the creation of violence-free and secure learning environments; enhancing socio-emotional support and encouraging the emergence of relationships of care; and providing meaningful education by ensuring the school content is aligned with students’ motivations and needs.

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Consulting Pupils

Cited by 290 publications

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Broadening conceptions of medical student mistreatment during clinical teaching: message from a study of “toxic” phenomenon during bedside teaching

Broadening conceptions of medical student mistreatment during clinical teaching: message from a study of “toxic” phenomenon during bedside teaching

Teacher Competencies in Health Education: Results of a Delphi Study

What do young adults’ educational experiences tell us about Early School Leaving processes?

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Consulting Pupils

Cited by 290 publications

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Broadening conceptions of medical student mistreatment during clinical teaching: message from a study of &ldquo;toxic&rdquo; phenomenon during bedside teaching

Broadening conceptions of medical student mistreatment during clinical teaching: message from a study of &ldquo;toxic&rdquo; phenomenon during bedside teaching

Teacher Competencies in Health Education: Results of a Delphi Study

What do young adults’ educational experiences tell us about Early School Leaving processes?

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Broadening conceptions of medical student mistreatment during clinical teaching: message from a study of “toxic” phenomenon during bedside teaching

Broadening conceptions of medical student mistreatment during clinical teaching: message from a study of “toxic” phenomenon during bedside teaching