Developing creative and research skills through an open and interprofessional inquiry-based learning course

Rodríguez, Gemma; Pérez, Nora; Núñez, Gemma; Baños, Josep-Eladi; Carrió, Mar

doi:10.1186/s12909-019-1563-5

Cited by 80 publications

(57 citation statements)

References 36 publications

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“…The results of the intervention go in line with Rodríguez et al (2019) who found that inquiry-based learning -in our case, it is a research-oriented approach -develops the research and creative thinking skills. Additionally, it generally improves the students' academic results.…”

Section: Discussionsupporting

confidence: 84%

Research-Oriented Framework of Training Philology Students’ Research Skills Based on Corpus Analytical Software

Valyukevych¹,

Zinchenko²,

Ishchenko³

et al. 2021

EUROPEAN J ED RES

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The purpose of the study was to explore how technological advances incorporated into the Philology Studies curriculum could impact the students' research skills and the quality of their research projects and what students' and teachers' impressions of the reshaped research component of the curriculum were. The study used qualitative and quantitative methods with the dominance of qualitative methods. It employed the baseline study, checklist to assess students' research papers, assessment criteria, and the Triangular Assessment Method to assess the students' papers. The consensus meeting was held to allow the experts to express their reasoning for the scores. The semi-structured interview was administered to the students' and teachers' to identify their impressions of the reshaped research component of the curriculum of philology. The technological advances incorporated into Philology Studies curriculum improve the students' research skills and the quality of their research projects. Both students and teachers appreciated the reshaped research component of the curriculum. The analytical software can be successfully incorporated in the corpus analysispurpose student research. The students found the intervention a challenging experience that 'pumped up' their intellectual, research, and technical skills. They reported improvement in interpreting corpus using correlations, frequencies, distributions, and collecting information using software to organise it in a professional way. The lecturers agreed that the technology-based instructional model incorporated into Philology Studies curriculum improved both students' research skills and the quality of their research projects.

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Section: Discussionsupporting

confidence: 84%

Research-Oriented Framework of Training Philology Students’ Research Skills Based on Corpus Analytical Software

Valyukevych¹,

Zinchenko²,

Ishchenko³

et al. 2021

EUROPEAN J ED RES

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“… Was the declaration of interest stated? Van Lierop et al (2019) [ 51 ] Yes Yes No Yes Yes Yes Yes Yes No No Unclear No Yes No Yes Rodríguez et al (2019) [ 52 ] Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Van Gessel et al (2018) [ 1 ] Yes Yes Unclear Yes Yes Yes Yes Yes Yes Yes Unclear Yes Yes Yes Yes Imafuku et al (2018) [ 53 ] Yes Yes Yes Yes Yes Yes Yes Unclear Yes Yes Yes Yes Yes No Yes Milot et al (2015) [ 54 ] Yes No No Yes Yes Yes Yes Yes NA a NA NA NA No No Yes Sanborn H. (2016) [ 30 ] Yes Unclear No Yes Yes Yes …”

Section: Resultsmentioning

confidence: 99%

“…As shown in Table 2 , the evaluation of IPE programme outcomes based on the modified Kirkpatrick’s framework revealed changes in IPE participants’ knowledge or skills (Level 2b) in 50% ( n = 8) of the included studies [ 45 – 47 , 52 , 53 , 55 , 56 , 58 ]. Six studies (37.5%) reported changes in pre-licensure students’ attitude (Level 2a) toward IPE [ 1 , 45 – 47 , 51 , 58 ], whereases seven studies (43.75%) demonstrated a change in organisational practice (Level 4a) after the implementation of IPE [ 30 , 46 , 48 – 50 , 57 , 58 ].…”

Section: Resultsmentioning

confidence: 99%

“…The studies included represent countries from Western, Asian, and African populations. Of the 16 studies, five were from the USA [ 30 , 48 , 49 , 55 , 58 ], four from Canada [ 45 , 47 , 50 , 54 ], two from Switzerland [ 1 , 56 ], one from Spain [ 52 ], one from the UK [ 46 ], one from the Netherlands [ 51 ], one from Japan [ 53 ] and one from South Africa [ 57 ]. According to the synthesized evidence, a combination of at least two teaching and learning approaches was used to deliver IPE, as shown in Additional file 6 .…”

Section: Resultsmentioning

confidence: 99%

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Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review

2022

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Background Although most systematic reviews of interprofessional education (IPE) evaluated the impact of IPE on the students’ acquisition of knowledge in relation to other professions, the development of teamwork skills, and the changes in collaborative behaviour, the processes involved in IPE (i.e., approaches to teaching and learning) are under-researched. The purpose of the study was to conduct a systematic review to establish how IPE has been implemented in university-based undergraduate curricula, focusing on the teaching and learning approaches. Methods The systematic review was performed in 2020 with three databases: PubMed, Science Direct, and the Cochrane Library. Titles and abstracts were included based on pre-identified eligibility criteria. We used the article entitled ‘Systematic reviews in medical education: a practical approach: AMEE guide 94’ as the basis to establish the aim and methods of the current systematic review from 2010 to 2019. Results We found 16 articles that met the inclusion criteria and reported the implementation process of IPE in universities from Western, Asian, and African countries. A combination of at least two teaching and learning approaches was used to deliver IPE. The findings indicated that of all the teaching and learning approaches, simulation-based education, e-learning, and problem-based learning were the most prevalent approaches used to deliver IPE. This systematic review also revealed a lack of IPE programmes in the Middle East region. Conclusions The evidence synthesised in the current systematic review could support IPE curriculum planners and educators when planning an IPE programme. More global IPE initiatives are required to meet the global health workforce needs. Further studies are required to identify the effectiveness of the different teaching and learning approaches in the development of IPE competencies.

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“…The development of research skills for many pedagogical professions commences in undergraduate education yet there is limited evidence regarding effective research teaching and learning approaches. According to (G. Rodríguez, N. Pérez, G. Núñez [1]; J. Topalov, B. Radić-Bojanić [2]) the main goal of recearch activity is to consolidate and to deepen knowledge which are received by students within the process of training, to acquire the necessary research skills. For most of this century, and increasingly in modern times, teacher educators have been impelled to consider ways in which a greater level of reflectivity, especially through enhancing research skills development, might be integrated into the teacher education program (T. Lovat, M. Davies, R. Plotnikoff [3]).…”

Section: Introductionmentioning

confidence: 99%

Developing project skills in future prımary school teachers within the university-based initial teacher education

Ayapbergenova¹,

Nurgaliyeva²,

Bissembayeva³

et al. 2020

Science for Education Today

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Introduction. The authors investigate the problem of developing programme-specific competencies in future primary school teachers using project methodology in the process of initial teacher education. The purpose of the study is to assess the level of project skills in future primary school teachers and analyze the obtained empirical data. Materials and Methods. The research was conducted using the method of psychological and educational experiment. The empirical data included students’ essays and questionnaires. The sample consisted of students of Karaganda university named after academician E. A. Buketov and Pavlodar pedagogical university. The obtained data were interpreted and subjected to statistical analysis using the Student's t-test. Results. The authors have developed criteria and indicators for evaluating future teachers’ project skills in order to experimentally interpret their project activities. The identification of students' priorities for the choice of certain types of project activities determined the validity of the questionnaire. Frequency and percentage analyses revealed the insufficient level of project skills in future primary school teachers related to the following components: (1) the motivational component of programme-specific competencies; (2) the cognitive component; (2) the reflexive component. Conclusions. The results of the research showed that students demonstrated a low level of project skills, which can significantly complicate the process of improving the quality of initial teacher training for a new type of primary schools. Keywords Project activity of students; Formation of design skills; Special competence; Future primary school teachers; Initial teacher education; Modernization of education.

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Developing creative and research skills through an open and interprofessional inquiry-based learning course

Cited by 80 publications

References 36 publications

Research-Oriented Framework of Training Philology Students’ Research Skills Based on Corpus Analytical Software

Research-Oriented Framework of Training Philology Students’ Research Skills Based on Corpus Analytical Software

Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review

Developing project skills in future prımary school teachers within the university-based initial teacher education

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