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Tango, educational environments and student evaluations ...
Transcript of Tango, educational environments and student evaluations ...
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Tango, educational environments and student evaluations – A perspective
from Sweden
Per J. Palmgren RC, MMedEd, PhD Lecturer
Learning in Health Care Contexts and Evaluation UnitDepartment of Learning, Informatics, Management and Ethics
13 June 2018
Who am I?
Per J. Palmgren 13 June 2018
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Outline
Per J. Palmgren
My doctoral thesis
The clinical learning environment and health related quality of life
Karolinska Institutet and the Evaluation Unit
13 June 2018
IT TAKES TWO TO TANGO An inquiry into healthcare professional
education environments
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Rationale
Per J. Palmgren
Educationalenvironment
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Aim
To provide a deeper understanding of the phenomenon of the educational environment in healthcare professional education.
To explore what constitutes educational environments and what it means in the context of chiropractic and physiotherapy undergraduate education from two complementary perspectives:• Student • Teacher
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Research designStudy Focus of
inquiryStudy
approachParticipants Data
collectionData
analysis
I Perceptions Mixed-method
cross-
sectional
Physiotherapy
students (n = 222)
Questionnaire
Open ended
question
Descriptive and inferential
statistics
Manifest content analysis
II Perceptions Quantitative
2- time-point
& longitudinal
Chiropractic
students (n = 124,
n = 127; n = 34)
Questionnaire Descriptive and inferential
statistics
III Dimensionality Quantitative
psychometric
Physiotherapy
students (n = 222)
Questionnaire Mokken scale analysis
IV Experiences Qualitative
2-time-point &
“longitudinal”
Chiropractic
students (n = 26)
Focus group
discussions
Manifest and latent
content analysis
V Experiences &
conceptualizations
Qualitative Chiropractic &
physiotherapy
teachers (n = 14)
Semi-
structured
interviews
Manifest and latent
content analysis
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Per J. Palmgren
DREEM
50-item inventory• 5-point Likert response • 9 items reversely scored
Analytical levels• Overall• Poled into subscales• Individually
Subscales:• Perception of Learning - SPL• Perception of Teachers - SPT• Academic Self-Perception - SASP• Perception of Atmosphere - SPA • Social Self-Perception - SSSP
SPL SASP
SPT
SPA SSSP
Score % of score Interpretation
151-200 76–100 Excellent environment
101-150 51–75 More positive than negative environment
51-100 26–50 Plenty of problems in the environment
0-50 0–25 Very poor environment
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Chiropractic education Physiotherapy education
Per J. Palmgren
Foundation driven
5 years
Tuition fees
Inhouse clinical training
Public funded
3 years
No tuition fees
Outsource clinical training
Empirical case settings
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Chiropractic Physiotherapy
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Educational environment
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Study I
Students’ perceptions of the environment
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SPL SASP
SPT
SPA SSSP
150/200 (75%)
”Teaching overemphasizingfactual learning”
”Authoritarian teachers”
Atmosphere (SPA)
Palmgren et al., 2014
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Study II
Studentsʼ perceptions of the environment over time
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Per J. Palmgren
SPL
SPT
SASP
SPASSSP
SPL
SPT
SASP
SPA SSSP
2009 2012
156/200 (78%) 153/200 (77%)
Palmgren et al., 2015
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”Teaching overemphasizing factual learning”
“Limited support for stressed students”
”Authoritarian teachers”
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Study III
Measuring the environment measure
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Per J. Palmgren
SPL
SASPSPT
SPA SSSP
SPT
SPL
SPA
SASP
SSSP
SPL – Moderate
SPA – Weak
SPT, SASP & SSSP – Very weak
Reversed items problematic
Palmgren et al., 2018 (accepted)
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Study IV
Students’ experiences of the environment
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2009 2012
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Time
Chiropractic
Palmgren & Bolander Laksov, 2015
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Per J. Palmgren
Time
Palmgren & Bolander Laksov, 2015
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Study V
Teachers’ experiences and conceptualizations of the environment
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Per J. Palmgren
Physical
Organizational
Motivating a vocationalpractice and modeling an
ideal
Supporting and managingstudents in stress
Including students into the community of chiropractors
Putting the pedagogicalvision into practice
Balancing students’ expectations
Providing prerequisites togrow within the profession
RelationalCommunicational
Small privately funded university
college Large public funded university
Palmgren et al., 2017
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Pedagogical
Conclusions
Per J. Palmgren
“From the stance of an educational provider, an intricate physical-psycho-social entity, which is communally constructed by individuals, incorporating pedagogical and organizational aspects, with climate and culture describing subsets of the environment.”
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Conclusions
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Different but similar
Stable over time
Micro level issues
Uncertain putative subscales
Experience change over time
Additional dimensions
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Conclusions
Per J. Palmgren
Different but similar
Stable over time
Micro level issues
Uncertain putative subscales
Experience change over time
Additional dimensions
13 June 2018
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Conclusions
Per J. Palmgren
Different but similar
Stable over time
Micro level issues
Uncertain putative subscales
Experience change over time
Additional dimensions
13 June 2018
Conclusions
Per J. Palmgren
Different but similar
Stable over time
Micro level issues
Uncertain putative subscales
Experience change over time
Additional dimensions
13 June 2018
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Conclusions
Per J. Palmgren
Different but similar
Stable over time
Micro level issues
Uncertain putative subscales
Experience change over time
Additional dimensions
13 June 2018
Conclusions
Per J. Palmgren
Different but similar
Stable over time
Micro level issues
Uncertain putative subscales
Experience change over time
Additional dimensions
13 June 2018
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Contribution to research and practice
Conceptually
Instrumentally
Institutionally
Pedagogically
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Students’ perceptions and experience of their learning environment and health
related quality of life – an interprofessional study
Riitta Möller (associate professor, program director), Per J. Palmgren (researcher),Terese Stenfors (associate professor), Per Östberg (associate professor, program director), Malin Nygren-Bonnier (senior lecturer, program director), Eva Broberger (associate professor, program director), Hanna Lachmann (researcher) and Sari Ponzer (professor)
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Clinical learning environments
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The learning environment affects students' professional development.
Clinical placements important in health care education.
Factors linked to a favorable learning environment and higher academic achievement: behaviour
• High quality of life• Reduced stress• Positive feelings and attitudes
Genn, 2001a; Genn, 2001b; Mayya & Roff, 2004; Mulrooney,2005; Jamaiah, 2008, Arzuman et al., 2010; Soemantri et al., 2010, Palmgren et al. 2015; Tempski et al. 2015;
Scarcity of studies investigating relation between learning environments, stress and quality of life.
13 June 2018
To identify and provide an in-depth understanding of students' perception of the clinical learning environment and the relationship to self-reported health-related quality of life.
The aim of the project
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Schematic overview
Undergraduate Clinical Education Environment Measure (UCEEM)
12-Item Short Form Health Survey (SF-12)
Brunnsviken Brief Quality of Life Scale (BBQ)
MedNord (Well-being subscale)
Interdisciplinary Education Perception Scale (IEPS)
Study Aim of inquiry Study approach Population Data collection Data analysis
I To investigate students' perceptions of their learning environment in relation to quality of life and stress during clinical placements
Quantitative cross-sectional Medical-, nursing, speech therapist- and physiotherapist students (n ≈ 500)
Questionnaires: UCEEM, SF-12, BBQ, MedNord, IEPS
Descriptive and inferential statistics
II Explore and contrast students and supervisors experiences of their learning environment from a sociocultural perspective
Qualitative descriptive Medical-, nursing, speech therapist- and physiotherapist students (n ≈ 40) and supervisors (n ≈ 16)
Focus group discussions and/or semi-structured interviews
Manifest and latent content analysis
III Explore practices of inter-professional workplace learning from a physiotherapist perspective
Observational studies with an ethnographic approach
Physiotherapist students and supervisors
Observations and follow-up semi-structured interviews
Thematic analysis
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Karolinska Institutet
Evaluation Unit - Part of Learning in Health Care Contexts
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Karolinska Institutet
Karolinska Institutet (KI) was founded by King Karl XIII in 1810 as an "academy for the training of army surgeons".
KI is one of the world’s foremost medical universities.
Since 1901 the Nobel Assembly at KI has selected the Nobel laureates in Physiology or Medicine.
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Karolinska Institutet
First & second cycle education – Bachelor and Master
6 000 full-time students
Third-cycle education – PhD
2 200 active doctoral students
Research at KI spans the entire medical field
5 400 full time employees
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University board
President
Board of Higher
education
Central administration
Board of Doctoral
education
University library
Board of Research
Comparative Medicine
22 Departments
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Who are we?
Researchers:Terese Stenfors (Director and groupleader)
Klara Bolander Laksov
Per J. Palmgren
Anna Bonnevier
Cormac McGrath
Aleksandra Sjöström-Bujacz
Juha Nieminen
Project managers:Louise Bergman
Zoe Säfström
Administrator:Eva MacDonald
PhD students:Ralph Mackinnon
Luke Woodham
Agnes Elmberger
Linda Sturesson
Affiliated researchers:Matilda Liljedahl (Gothenburg University)David Irby (UCSF)Linda Barman (Royal Institute of Technology)
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Evaluation projects
Research
Teaching
Our activities
Main activities
Employers• KI centrally • Other parts of KI• Commissioned evaluations outside
the university
Evaluations - Quality assurance systems
Support in quality assurance and development
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Quality evaluation of education at KI
It started with a general course evaluation survey….
…. from there we started to develop a whole system …
New guidelines were established for KI
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Board of Higher education
Initiators and co-creators of the quality assurance system for KI´s first and second cycle educational programs: Student course evaluations for all
courses/programs at KI
Five compulsory questions
Student barometer
Exit polls
Future employee survey
Alumni surveys
Question banks for all instruments so courses/programs can adapt for their needs.
Compile and analyze all results
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Board of Doctoral education
Supporting the board in the creation, development and validation of: Course evaluations Alumni surveys Activity evaluations doctoral education programs Exit polls
Collecting, aggregating and analyzing data from these instruments Continuous reports Yearly reports 5-year cycle reports
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Board of Research
Evaluation of a novel leadership program designed for research group leaders at KI.
Mapping of career development, research grant application successes and perceived equality and equity among junior researchers at KI (Junior Faculty).
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Teaching and research
Teaching Vocational programs: Medicine, Dentistry, Nursing,
Physiotherapy and Psychology (first and second cycle) Master program in Medical Education Courses in Medical Education for doctoral degree (PhD) Teacher courses
- Evaluation processes- Medical education
Research Methodology development in evaluation and psychometrics Student learning Lifelong learning Educational and learning environments Integration of medical doctors with degrees from outside the
EU Tele medicine
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