Feedback and clinical practice improvement: A tool to assist workplace supervisors and students

In work integrated learning, students may report difficulties applying theory learned at university to clinical practice. One contributing factor may be students' inability to engage in meaningful reflection and self-correcting behaviours. This paper reports the evaluation of a tool, process and resources developed to assist students to reflect on feedback and engage in self-assessment. Students were assisted to develop self-assessment skills by reflecting on, and engaging with feedback from previous workplace experiences to develop goals, learning outcomes and strategies to improve performance with mostly positive results. A secondary aim was to identify common learning strategies or barriers that impacted on student outcomes. Four themes emerged from the qualitative data: 1) preparing for clinical learning; 2) relationships and engagement levels; 3) shared awareness, and; 4) developing clinical practice. Overall students felt the tool assisted them to narrow their attention on what needed to be improved. While supervisors believed the tool helped them to focus on specific needs of each student. Common barriers to clinical practice improvement related to a lack of opportunity in some settings, and lack of staff willingness to support students to achieve identified goals. Students and supervisors found the use of the tools beneficial and assisted students to demonstrate a greater understanding of how to apply feedback received to support their learning in the clinical environment.

Helping doctoral students teach: Transitioning to early career academia through cognitive apprenticeship

Doctoral training is strongly focused on honing research skills at the expense of developing teaching competency. As a result, emerging academics are unprepared for the pedagogical requirements of their early-career academic roles. Employing an action research approach, this study investigates the effectiveness of a competency-based teaching development intervention that aims to improve the teaching self-efficacy of doctoral candidates. To conduct this research, we apply the theoretical framework of Cognitive Apprenticeship Theory, a theory of social learning that requires learners to participate in a community of inquiry. Participants report significantly higher levels of teaching self-efficacy and a stronger sense of connectedness to the wider academic community.

Students on the steps of the Lehranstalt fuer die Wissenschaft des Judentums (Jewish teachers' seminary); Berlin Institutions; Educational; Schools; Portraits; Groups

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Students on the steps of the Lehranstalt fuer die Wissenschaft des Judentums (Jewish teachers' seminary); Berlin Institutions; Educational; Schools; Portraits; Groups

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New Year's greetings postcard with portrait of Sigmund and Toni Feist with two unidentified boys (perhaps students at Feist's private school in Mainz) Portraits; Groups

Printed: Prosit Neujahr!; Handwritten dedication

Building an understanding of law: Engaging property economics students by using technology

It is assumed university students engage with technology as easily for their university studies as they do socially. However, prior research reflects the difficulties that non-law students face in engaging with legal materials. The purpose of this research was to determine how technology use impacts upon non-law students’ engagement with legal materials. The project explored inter alia the extent to which first year non-law students engaged with technology for their studies and in particular with legal materials and databases. The project was undertaken during semester 2, 2014 in a legal service unit delivered to a mixed cohort, which included construction management, property economics, planning and quantity surveying students. Actual technology use and familiarity was tested by means of an in class survey delivered in the Week 2 lecture. Use and familiarity was then retested at the end of semester in the Week 13 lecture, with adjustments made in lecture delivery and materials in-between.

Students on excursion from Lausanne to Wallis, St. Maurice, Sion and Brug, Switzerland.

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Group portrait, testimonial dinner for Dr. Paul Klemperer's 10th anniversary at Mt. Sinai Hospital given by his students; Cavanagh's, New York City Portraits Groups

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Chinese cultural competency and Australian law students: Reflections on the design of short term mobility programs

There is an emerging need for Australia’s law graduates to better understand the unique challenges and opportunities in our largest trading partner, China. Similarly, as China opens up to the world, its graduates are increasingly well-poised to make an indelible mark on Chinese-Australian relations, particularly in the areas of finance, property, trade and commerce. Chinese and Australian law schools must urgently develop a deeper awareness of each other’s language, culture and political systems in their graduates. The purpose of this article is to highlight the importance of Chinese cultural competency to Australian legal education and reflect on projects that enable students to attain a level of cultural competency over a short period. We do this by considering a recent ‘short term mobility project’ in Wuhan, China.

Students of Willy Marckwald working in laboratory; Friedrich-Wilhelms-Universitaet Berlin Institutions; Universities

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Students of Willy Marckwaldeating lunch, still wearing laboratory coats; Friedrich-Wilhelms-Universitaet Berlin Institutions; Universities

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Students of Willy Marckwald working in laboratory; Friedrich-Wilhelms-Universitaet Berlin Institutions; Universities

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Students of Willy Marckwald working in laboratory; Friedrich-Wilhelms-Universitaet Berlin Institutions; Universities

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Students of Willy Marckwald working in laboratory; Friedrich-Wilhelms-Universitaet Berlin Institutions; Universities

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Students of Willy Marckwald working in laboratory; Friedrich-Wilhelms-Universitaet Berlin Institutions; Universities

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