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- 저자 : Andrea Manfrin (검색결과 3 건)
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Andrea Manfrin,Bugewa Apampa,Prabha Parthasarathy 한국보건의료인국가시험원 2019 보건의료교육평가 Vol.16 No.-
Purpose: Students’ satisfaction is an essential element in higher education. This study aimed to identify paths and predictive power of students’ satisfaction during team-based learning (TBL) activities in the faculty of life sciences using partial least squares structural equation modelling (PLS-SEM). Methods: In 2018–2019, at the University of Sussex (Falmer, UK), 180 life science students exposed to TBL were invited to participate in the study. Team-Based-Learning-Student-Assessment-Instrument was used. A conceptual model was developed for testing six hypotheses. H1: What was the effect of TBL on student satisfaction? H2: What was the effect of lectures on student satisfaction? H3: What was the effect of TBL on accountability? H4: What was the effect of lectures on accountability? H5: What was the effect of accountability on student satisfaction? H6: What were the in-sample and out-of-sample predictive power of the model? The analysis was conducted using the PLS-SEM approach. Results: Ninety-nine students participated in the study giving a 55% response rate. Confirmatory tetrad analysis suggested a reflective model. Construct reliability, validity, average extracted variance, and discriminant validity were confirmed. All path coefficients were positive, and 5 were statistically significant (H1: β=0.587, P
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Prabha Parthasarathy,Bugewa Apampa,Andrea Manfrin 한국보건의료인국가시험원 2019 보건의료교육평가 Vol.16 No.-
PurposeThis study aimed to evaluate students’ perception of team-based learning (TBL) amongst a cohort exposed to this methodology for the first time at a university in the United Kingdom. MethodsBetween November and December 2018, 26 first-year Master of Pharmacy and 90 second-year Biomedical Science students of the School of Life Sciences, University of Sussex, United Kingdom were invited to participate and requested to complete a questionnaire that contained quantitative and qualitative questions. The quantitative component was based on the Team-Based Learning Student Assessment Instrument (TBL-SAI). It additionally contained questions about key student characteristics. ResultsThe response rate was 60% (70 of 116); of the participants, 74% (n=52) were females and 26% (n=18) males. The percentage of agreement in the TBL-SAI suggested a favourable response to TBL. The overall mean score for the TBL-SAI was 115.6 (standard deviation, 5.6; maximum score, 140), which was above the threshold of 102, thus suggesting a preference for TBL. Statistically significant differences were not found according to demographic characteristics. Students who predicted a final grade of ≥70% strongly agreed that TBL helped improve their grades. Some students highlighted issues with working in teams, and only 56% of students agreed that they could learn better in a team setting. ConclusionThis study shows that students exposed to TBL for the first time favoured several aspects of TBL. However, more focused strategies including team-building activities and expert facilitation skills could potentially tackle resistance to working in teams.
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Andrew Martin Lunn,Ann Urmston,Steven Seymour,Andrea Manfrin 한국보건의료인국가시험원 2020 보건의료교육평가 Vol.17 No.-
Purpose: This study aimed to evaluate the impact of Patient as teacher (PAT) sessions on the knowledge, communication skills, andparticipation of pharmacy students in the United Kingdom. Methods: During the academic year 2019–2020, year 1 and 2 pharmacy students at the University of Central Lancashire were invitedto complete a questionnaire following PAT sessions. Data were analyzed by means of descriptive statistics, including mean and standarddeviation for: continuous variables and reliability analysis. Pearson’s chi-square or Fisher exact test, odds ratio, and phi were used for analyzing dichotomous variables. Thematic analysis was used for free text comments. Results: Sixty eight of 228 students participated (response rate of 29.8%). No statistical difference was found between gender(P=0.090); a statistically significant difference was found between year (P=0.008). Cronbach’s α (0.809) confirmed a good internalconsistency. Ninety-seven percent of the students learned a lot, and 85.3% appreciated and valued the PAT sessions; 89.7% wantedmore sessions. Ninety-two point seven percent perceived the sessions to contextualize their learning. Five questions were dichotomizedby grouping the responses into negative and positive; 90.3% of responses were positive and did not show statistically significant differences in gender and year of study. Overall students’ free text comments were positive, but active listening and consultation appeared inthe positive and negative domains, highlighting the need for more student engagement. Conclusion: PAT sessions had a positive impact on students’ knowledge, communication skills and participation, and contextualizedlearning. They provide a valuable contribution to the pharmacy students’ experience in the United Kingdom.
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