How do students learn or fail to learn in a traditional chiropractic curriculum?
How do students learn or fail to learn in a traditional chiropractic curriculum?
The objective of this research was to identify and evaluate the most important factors affecting student learning in a traditional four year chiropractic curriculum. An open-ended interview survey identified that student learning was affected by the educational environment, personal and curricular motivations to learn, personal perceptions of the curriculum and individual approaches to learning and studying. Additionally, student cohorts were found to suffer from different learning problems depending upon their year of study on the course as a result of the organisation of the curriculum. The above factors were selected for study in greater detail.
An open-ended, cross-sectional questionnaire survey of students' personal and curricular motivations to learn identified that students in the first two years were motivated to learn by exemplary teaching and interest in the pre-clinical content of the curriculum, while students in the final two clinical years were more motivated to learn by the clinical and chiropractic content of the course. However, most students preferred vocational, clinical and chiropractic content to motivate them to learn.
The Short Inventory of Approaches to Learning (SIAS) questionnaire was shown in this study to be a reliable instrument for use in chiropractic educational research. In a longitudinal cohort survey, the SIAS questionnaire identified distinctive variations to learning approaches for the four student cohorts' within an academic year as a result of the curricular organisation of the course into pre-clinical and clinical years of study.
A purpose-designed, cross-sectional problems questionnaire survey identified students greatest problems in the pre-clinical years were examination and assessment stress, information overload, study and time management problems, coursework load, and information recall. Relevance, integration and application of knowledge and skills in the clinical setting were the greatest problem for year three and four clinical students.
University of Southampton
Humphreys, Barry Kim
f9d05058-2e5e-4e22-972b-2ea4278a9f59
1996
Humphreys, Barry Kim
f9d05058-2e5e-4e22-972b-2ea4278a9f59
Humphreys, Barry Kim
(1996)
How do students learn or fail to learn in a traditional chiropractic curriculum?
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
The objective of this research was to identify and evaluate the most important factors affecting student learning in a traditional four year chiropractic curriculum. An open-ended interview survey identified that student learning was affected by the educational environment, personal and curricular motivations to learn, personal perceptions of the curriculum and individual approaches to learning and studying. Additionally, student cohorts were found to suffer from different learning problems depending upon their year of study on the course as a result of the organisation of the curriculum. The above factors were selected for study in greater detail.
An open-ended, cross-sectional questionnaire survey of students' personal and curricular motivations to learn identified that students in the first two years were motivated to learn by exemplary teaching and interest in the pre-clinical content of the curriculum, while students in the final two clinical years were more motivated to learn by the clinical and chiropractic content of the course. However, most students preferred vocational, clinical and chiropractic content to motivate them to learn.
The Short Inventory of Approaches to Learning (SIAS) questionnaire was shown in this study to be a reliable instrument for use in chiropractic educational research. In a longitudinal cohort survey, the SIAS questionnaire identified distinctive variations to learning approaches for the four student cohorts' within an academic year as a result of the curricular organisation of the course into pre-clinical and clinical years of study.
A purpose-designed, cross-sectional problems questionnaire survey identified students greatest problems in the pre-clinical years were examination and assessment stress, information overload, study and time management problems, coursework load, and information recall. Relevance, integration and application of knowledge and skills in the clinical setting were the greatest problem for year three and four clinical students.
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Published date: 1996
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Local EPrints ID: 462945
URI: http://eprints.soton.ac.uk/id/eprint/462945
PURE UUID: 00ee65c5-c085-48c6-8fb8-b0a6f96243ce
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Date deposited: 04 Jul 2022 20:29
Last modified: 23 Jul 2022 01:08
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Author:
Barry Kim Humphreys
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