Dennis Sharpe

Attitudes of health sciences faculty members towards interprofessional teamwork and education

Objectives  Faculty attitudes are believed to be a barrier to successful implementation of interprofessional education (IPE) initiatives within academic health sciences settings. The purpose of this study was to examine specific attributes of faculty members, which might relate to attitudes towards IPE and interprofessional teamwork.

Student satisfaction and perceptions of small group process in case-based interprofessional learning

Background: The small group, case-based learning approach is believed to be a useful strategy for facilitating interprofessional learning and interaction factors are said to have a significant effect on student interest, learning and satisfaction with such approaches. Aim: The purpose of our study was twofold: assess students’ satisfaction with a blended approach to interprofessional learning which combined computer-mediated and face-to-face, case-based learning; and examine the relationship between student satisfaction and perceptions of the collaborative learning process. Method: We introduced six interprofessional learning modules to approximately 520 undergraduate health professional students from medicine (61), nursing (351), pharmacy (20), and social work (89). All students were invited to complete an evaluation survey which assessed student satisfaction with the interprofessional learning experience and students’ perceptions of the small group learning process. Results: Students’ satisfaction with interprofessional education was related to professional background. Students from across professions reported greater satisfaction with face-to-face, case-based learning when compared with other learning methods. A more positive perception of face-to-face, case-based learning was related to greater satisfaction with interprofessional learning. Conclusions: The findings support the case-based method in facilitating interprofessional learning and highlight the importance of effective facilitation of small-group collaborative learning to enhance student satisfaction with interprofessional learning experiences.

The effectiveness of web-delivered learning with aboriginal students: Findings from a study in coastal Labrador

This paper outlines the findings of a study that explores perspectives of e-learning for aboriginal students in five coastal communities in Labrador, Canada. The rural nature of many communities in the province of Newfoundland and Labrador, coupled with a dramatically declining enrollment, has resulted in expanding use of e-learning as a means to provide quality high school curriculum. Recently, a Community University Research Alliance partnered with stakeholders to explore the success of e-learning in the province. Through one of the projects of this alliance, the authors examined the success of this mode of delivery for aboriginal students from the perspective of the students themselves, as well as the perspective of parents and educators. Additionally, student performance was examined in comparison to provincial peers. A wealth of data emerged which affords insights into factors that support and hinder e-learning in coastal areas and also informs educators about the diverse learning characteristics and needs of aboriginal students. As Canadian educators are increasingly challenged to address achievement issues that continue to characterize aboriginal populations, this study offers important data on the viability of e-learning as a mode of curriculum delivery. Resume : Cet article presente les resultats d’une etude qui explore les perspectives de l’apprentissage en ligne pour les eleves autochtones dans cinq collectivites cotieres du Labrador, Canada. Le caractere rural d’un grand nombre de collectivites de la province de Terre-Neuve-et-Labrador, jumele a une baisse spectaculaire de la scolarisation, a mene a une utilisation accrue de l’apprentissage en ligne comme solution permettant d’assurer un curriculum de qualite au secondaire. Recemment, une alliance de recherche universite-communaute a travaille de pair avec les intervenants afin d’etudier les resultats de l’apprentissage en ligne dans la province. Grâce a l’un des projets de cette alliance, les auteurs ont examine le succes de ce mode de prestation aupres d’eleves autochtones du point de vue des eleves eux-memes, ainsi que du point de vue de leurs parents et de leurs educateurs. En outre, le rendement des eleves a ete compare a celui de leurs pairs au niveau de la province. Une foule de donnees en sont ressorties, ce qui permet de mieux comprendre les facteurs qui favorisent et qui entravent l’apprentissage en ligne dans les zones cotieres; ces donnees informent egalement les educateurs sur la diversite des caracteristiques et des besoins d’apprentissage des eleves autochtones. Les educateurs canadiens sont de plus en plus mis au defi de trouver un moyen de surmonter les problemes de reussite scolaire qui continuent de caracteriser les populations autochtones, et cette etude leur fournit des donnees importantes sur la viabilite de l’apprentissage en ligne comme mode de prestation du curriculum.

Student Perceptions and Preferences for Tertiary Online Courses: Does Prior High School Distance Learning Make a Difference?.

Abstract University students who had completed at least one distance education course were surveyed during their first and fourth year of postsecondary studies. When controlled for those who had previous distance education experience in high school, it was found that self-regulatory learning behaviors, which are frequently linked to positive experiences and outcomes in online and distance education courses, were equally apparent in all of the participating students regardless of whether they had previously studied online. These findings suggest that high school students do not gain independent learning skills and attitudes in an online environment regardless of what stakeholders, administrators, teachers, parents, and even students themselves believe.

Optional strategies for developing teacher technological competencies

The escalating developments in computer related technology have profound implications for the teaching profession, yet research continues to reveal a lack of appropriate competencies among groups of in-service teachers. This paper examines a number of factors that need to be addressed when considering appropriate professional development options. A number of strategies are then examined that can potentially provide and support teacher development in this area and also encourage the future continued upgrading of computer competencies for use in teaching and learning situations.