Cardiff v malaysia a comparison of students academic experience in a first year mpharm module
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Cardiff v Malaysia: a comparison of students’ academic experience in a first year MPharm module. Dr Steve Hiscox PHRMY PCUTL Module 2 September 2011. Welsh School of Pharmacy. Taylors University College. Welsh School of Pharmacy. Taylors University College. 4-year MPharm degree.

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Cardiff v Malaysia: a comparison of students’ academic experience in a first year MPharm module

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Cardiff v malaysia a comparison of students academic experience in a first year mpharm module

Cardiff v Malaysia:a comparison of students’ academic experience in a first year MPharm module

Dr Steve Hiscox

PHRMY

PCUTL Module 2

September 2011


Cardiff v malaysia a comparison of students academic experience in a first year mpharm module

Welsh School of

Pharmacy

Taylors University

College


Cardiff v malaysia a comparison of students academic experience in a first year mpharm module

Welsh School of

Pharmacy

Taylors University

College

4-year MPharm degree


Cardiff v malaysia a comparison of students academic experience in a first year mpharm module

Welsh School of

Pharmacy

Taylors University

College

Requires MPharm course

4-year MPharm degree

Collaborative MPharm provision at TUC


Cardiff v malaysia a comparison of students academic experience in a first year mpharm module

Welsh School of

Pharmacy

Taylors University

College

PCUTL Module2 project

Comparison of student academic experience

within a first year MPharm module


Relevance of student experience

Relevance of student ‘experience’

  • Teaching, curriculum and assessment are central to student experience (and effective learning outcomes)

  • Student learning experience linked to academic progress (Harvey and Drew (2006); Yorke and Longdon (2008))

    • Good academic experience in first year related to:

      • better academic performance

      • higher completion rates

      • external perception of University (e.g. through NSS)

  • Student engagement with MPharm course central to successful collaborative venture

Harvey L and Drew S (2006).The first year experience: briefing on induction. HE Academy. York. UK

Yorke M and Longdon B (2008). The first year experience of higher education in the UK. HE Academy. York. UK


Cardiff v malaysia a comparison of students academic experience in a first year mpharm module

Welsh School of

Pharmacy

Taylors University

College

Anticipated outcomes

  • Identify issues which positively / negatively affect student experience

    • Module specific and generic

    • Cultural

  • Reflection on my own teaching practice

    • Identifying strengths and weaknesses

    • “how can I improve the student learning experience”?


Study methodology

Study methodology

  • Students

    • module questionnaire

    • group discussions

    • informal interviews

      • tutees and general student body


Module questionnaire

Module questionnaire

  • Likert-type scale

  • Addressed a number of key areas of student’s academic experience:

    • teaching

    • assessment and feedback

    • ‘learning environment’

  • Captured ‘overall’ experience of students of this module

  • Demographic information included:

    • international status (Cardiff)

    • first language

    • prior work experience

    • prior biology study

  • Opportunity for students to provide written comments


Breakdown of student cohorts

Breakdown of student cohorts

* Factors previously identified to affect first year student learning experience


Issues relating to students in malaysia first language

Experience of lectures

Issues relating to students in Malaysia: ‘first language’

Perception of module difficulty

‘I found this module was harder than most others’

‘I generally understood information in the lectures’

I found this module challenging

‘Lecturers explanations were clear’


Issues relating to students in cardiff international student status

Experience of small group teaching

Issues relating to students in Cardiff:‘International student status’

Perception of module difficulty

‘I enjoyed the workshops’/ ‘..were interesting’/’..clear

explanations’

‘I found this module was harder than most others’

I found this module challenging

‘The workshops helped me understand the module’


Cardiff v malaysia a comparison of students academic experience in a first year mpharm module

Student responses: overall ‘experience’ of module

‘Overall, I enjoyed this module’

‘I found this module interesting’

‘overall, I was satisfied with this module’


Student responses overall experience of module

Student responses: overall ‘experience’ of module

  • Data suggests that a minority of students report poorer module experience

    • ~30% respond ‘neutral’ or lower on questionnaire

  • Analysis of these students revealed poor experience of:


Informal interviews and student discussions

Informal interviews and student discussions

  • Positive aspects

    • workshop and small-group teaching

    • enthusiasm and expertise of visiting staff

    • ability to contact module staff (at Cardiff) by email

  • Negative aspects

    • podcasts

    • pace of lectures

    • assessment information

    • amount of information accompanying lectures


Summary

Summary

  • Overall, students were generally positive about their academic experience in the new MPharm module

  • Subgroups of students found this module challenging

    • International students (Cardiff)

    • those whose first language is not English (Malaysia)

  • Small group teaching/workshops rated higher by these student groups vs. lectures

  • Other key factors which may negatively affect student experience include

    • Methods of delivery (podcasts) to Malaysian students

    • Information regarding, and timetabling of, assessments


Learning lessons from teaching in culturally diverse contexts

Learning lessons from teaching in culturally diverse contexts

  • Reflections on teaching experience at Taylors

    • Awareness that ones’ assumptions can influence teaching practices

      • teaching at Cardiff ≠ teaching at Malaysia

      • Influence of student background, culture, education

    • appreciation of diverse student learning styles in an international environment

      • Benefits of workshops vs. lectures; A/V aids


Learning lessons from teaching in culturally diverse contexts1

Learning lessons from teaching in culturally diverse contexts

  • What does this mean for me:

    • Assessment of student learning styles

    • modify lecture format to be more inclusive

    • develop workshop/tutorials

    • ‘internationalisation’ of elements of module


Learning lessons from teaching in culturally diverse contexts2

Learning lessons from teaching in culturally diverse contexts

  • What does it mean for PHRMY/Cardiff

    • Communication of individual experiences

      • Reflective log?

      • Provision of relevant information prior to visit

    • Strengthen contacts during first two years

      • deputy personal tutors for Taylors students

      • close links with teaching staff at Taylors

    • re-think introductory lecture strategy

      • avoid podcasts?


Acknowledgments

Acknowledgments

  • Dr Mark Gumbleton, PHRMY

  • Clare Kell, PCUTL Programme Leader, HUMRS

  • Dr Syed Abbas Atif, TUC

  • Dr Kan Mun Seng, TUC


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