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  • Development of a phenomenologically derived method to assess affective learning in student journals following impactive educational experiences

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    RogersPUB4527.pdf (308.6Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Rogers, Gary D
    Mey, Amary
    Chan, Pit Cheng
    Griffith University Author(s)
    Mey, Amary
    Year published
    2017
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    Abstract
    Background: Assessment of affective learning (AL) is difficult but important, particularly for health professional students, where it is intimately linked to the development of professional values. This study originally aimed to determine whether an emotionally impactive, extended, multimethod, interprofessional simulation experience enhanced the AL of senior medical students, compared to conventional seminars and workshops alone. This necessitated the development of a method to assess for the presence and quality of AL. Methods: We developed a “double hermeneutic” method, derived from Smith’s Interpretative Phenomenological ...
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    Background: Assessment of affective learning (AL) is difficult but important, particularly for health professional students, where it is intimately linked to the development of professional values. This study originally aimed to determine whether an emotionally impactive, extended, multimethod, interprofessional simulation experience enhanced the AL of senior medical students, compared to conventional seminars and workshops alone. This necessitated the development of a method to assess for the presence and quality of AL. Methods: We developed a “double hermeneutic” method, derived from Smith’s Interpretative Phenomenological Analysis, to identify examples of AL, according to Krathwohl’s hierarchy (“receiving,” “responding,” “valuing,” “organization,” “characterization”), in the journals of students from each arm of a randomized educational trial. Three assessors rated the highest level of AL seen in each journal and then we compared ratings from the two study arms. Results: A total of 135 journals were available for assessment (81 Intervention, 54 Control). The method proved to be effective in identifying and characterizing examples of uniprofessional and interprofessional AL. The median level identified in Intervention journals (“valuing”) was significantly higher than Control journals (“responding,” p < 0.0001). Conclusions: The method described provides a means to assess affective learning among health professional students. An extended, immersive simulation experience appears to enhance affective learning.
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    Journal Title
    Medical Teacher
    Volume
    39
    Issue
    12
    DOI
    https://doi.org/10.1080/0142159X.2017.1372566
    Copyright Statement
    © 2017 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Medical Teacher on 21 Sep 2017, available online: http://www.tandfonline.com/doi/10.1080/0142159X.2017.1372566
    Subject
    Education systems
    Curriculum and pedagogy
    Specialist studies in education
    Specialist studies in education not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/369029
    Collection
    • Journal articles

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