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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

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

Dr Steve Hiscox

PHRMY

PCUTL Module 2

September 2011

slide2
Welsh School of

Pharmacy

Taylors University

College

slide3
Welsh School of

Pharmacy

Taylors University

College

4-year MPharm degree

slide4
Welsh School of

Pharmacy

Taylors University

College

Requires MPharm course

4-year MPharm degree

Collaborative MPharm provision at TUC

slide5
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

slide7
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 lecturesIssues 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 teachingIssues 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’

slide13
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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