title: Understanding the benefits of residential field courses: the importance of class learning goal orientation and class belonging

authors: Shaulskiy, Stephanie

abstract: While previous literature finds many benefits to participation in undergraduate field courses, the mechanisms for how these benefits develop is still unknown. This study explores these mechanisms and any unique benefits of field courses by examining results from pre and post surveys about scientific literacy, future science plans, and motivation and belonging for undergraduate students who took courses in one field station setting (n = 249) and one traditional on-campus setting (n = 118). We found positive associations between the field station setting and scientific literacy as well as future science plans. In addition, this study finds support for the serial and multiple mediation of class learning goal orientation and class belonging in explaining the relationships between the field station setting and scientific literacy as well as future science plans. The results of this study have implications for enhancing field course design and increasing access and inclusion.

text: Understanding the benefits of residential field courses: the importance of class learning goal orientation and class belonging While previous literature finds many benefits to participation in undergraduate field courses, the mechanisms for how these benefits develop is still unknown. This study explores these mechanisms and any unique benefits of field courses by examining results from pre and post surveys about scientific literacy, future science plans, and motivation and belonging for undergraduate students who took courses in one field station setting (n = 249) and one traditional on-campus setting (n = 118). We found positive associations between the field station setting and scientific literacy as well as future science plans. In addition, this study finds support for the serial and multiple mediation of class learning goal orientation and class belonging in explaining the relationships between the field station setting and scientific literacy as well as future science plans. The results of this study have implications for enhancing field course design and increasing access and inclusion.

year: 2022

title: Safety in numbers 2: Competency modelling and diagnostic error assessment in medication dosage calculation problem-solving

authors: Weeks, Keith W.

subjects: calculation errors

abstract: Accurately defining and modelling competence in medication dosage calculation problem-solving (MDC-PS) is a fundamental pre-requisite to measuring competence, diagnosing errors and determining the necessary design and content of professional education programmes. In this paper we advance an MDC-PS competence model that illustrates the relationship between conceptual competence (dosage problem-understanding), calculation competence (dosage-computation) and technical measurement competence (dosage-measurement). To facilitate bridging of the theory-practice gap it is critical that such models are operationalised within a wider education framework that supports the learning, assessment and synthesis of cognitive competence (the knowing that and knowing why of MDC-PS) and functional competence (the know-how and skills associated with the professional practice of MDC-PS in clinical settings).Within the context of supporting the learning and diagnostic assessment of MDC-PS we explore PhD fieldwork that challenges the value of pedagogical approaches that focus solely on abstract information, that isolate the process of knowledge construction from its application in practice settings and contribute to the generation of conceptual errors. We consider misconceptions theory and the concept of mathematical 'dropped stitches' and offer an assessment model and program designed to diagnose flawed arithmetical operation and computation constructs.

text: Safety in numbers 2: Competency modelling and diagnostic error assessment in medication dosage calculation problem-solving Accurately defining and modelling competence in medication dosage calculation problem-solving (MDC-PS) is a fundamental pre-requisite to measuring competence, diagnosing errors and determining the necessary design and content of professional education programmes. In this paper we advance an MDC-PS competence model that illustrates the relationship between conceptual competence (dosage problem-understanding), calculation competence (dosage-computation) and technical measurement competence (dosage-measurement). To facilitate bridging of the theory-practice gap it is critical that such models are operationalised within a wider education framework that supports the learning, assessment and synthesis of cognitive competence (the knowing that and knowing why of MDC-PS) and functional competence (the know-how and skills associated with the professional practice of MDC-PS in clinical settings).Within the context of supporting the learning and diagnostic assessment of MDC-PS we explore PhD fieldwork that challenges the value of pedagogical approaches that focus solely on abstract information, that isolate the process of knowledge construction from its application in practice settings and contribute to the generation of conceptual errors. We consider misconceptions theory and the concept of mathematical 'dropped stitches' and offer an assessment model and program designed to diagnose flawed arithmetical operation and computation constructs.

year: 2013

title: Hā Ora: Reflecting on a Kaupapa Māori community engaged co-design approach to lung cancer research

authors: Kidd, Jacquie

abstract: Co-designed research is gaining prominence within the health care space. Community engagement is a key premise of co-design and is also particularly vital when carrying out kaupapa Māori research. Kaupapa Māori describes a “by Māori, for Māori” approach to research in Aotearoa/New Zealand. This article discusses the research process of Hā Ora: a co-design project underpinned by a kaupapa Māori approach. The objective was to explore the barriers to early presentation and diagnosis of lung cancer, barriers identified by Māori. The team worked with four rural Māori communities, with whom we aimed to co-design local interventions that would promote earlier diagnosis of lung cancer. This article highlights and unpacks the complexities of carrying out community- engaged co-design with Māori who live in rural communities. In particular, we draw attention to the importance of flexibility and adaptability in the research process. We highlight issues pertaining to timelines and budgets, and also the intricacies of involving co-governance and advisory groups. Overall, through this article, we argue that health researchers need to prioritise working with and for participants, rather than on them, especially when working with Māori communities.

text: Hā Ora: Reflecting on a Kaupapa Māori community engaged co-design approach to lung cancer research Co-designed research is gaining prominence within the health care space. Community engagement is a key premise of co-design and is also particularly vital when carrying out kaupapa Māori research. Kaupapa Māori describes a “by Māori, for Māori” approach to research in Aotearoa/New Zealand. This article discusses the research process of Hā Ora: a co-design project underpinned by a kaupapa Māori approach. The objective was to explore the barriers to early presentation and diagnosis of lung cancer, barriers identified by Māori. The team worked with four rural Māori communities, with whom we aimed to co-design local interventions that would promote earlier diagnosis of lung cancer. This article highlights and unpacks the complexities of carrying out community- engaged co-design with Māori who live in rural communities. In particular, we draw attention to the importance of flexibility and adaptability in the research process. We highlight issues pertaining to timelines and budgets, and also the intricacies of involving co-governance and advisory groups. Overall, through this article, we argue that health researchers need to prioritise working with and for participants, rather than on them, especially when working with Māori communities.

year: 2021