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dc.contributor.convenorGeoffrey McColl
dc.contributor.authorChan, Kwong Djee
dc.contributor.authorRobillard, Laurance Madeleine
dc.contributor.authorRogers, Gary David
dc.date.accessioned2013-07-09
dc.date.accessioned2017-03-02T00:40:13Z
dc.date.available2017-03-02T00:40:13Z
dc.date.issued2013
dc.date.modified2014-09-04T04:23:56Z
dc.identifier.urihttp://hdl.handle.net/10072/60957
dc.description.abstractBackground School of Medicine researchers are developing a method to measure students' learning in the 'affective domain'. This refers to changes in learners' feelings, values, appreciation, enthusiasms, motivations and attitudes as a result of their educational experiences. This aspect of learning has traditionally been regarded as very difficult to measure. This project evaluates a new pre-medical human skills course through qualitative examination of student's reflective journals to identify learning examples in the affective domain. Students enrolled in 'Human Skills for Medicine' kept textual reflective journals to support reflection on their educational experiences. 57 (out of a total of 62) enrolled students provided consent for their reflective journals to be examined using the qualitative methodology known as interpretative phenomenological analysis which provides an opportunity to identify evidence of student affective domain learning. The Krathwohl taxonomy will be used to classify the level of affective learning described. Purpose /Objective To explore whether the Human Skills course has increased student's affective learning, if so how? Issues/ questions for exploration or ideas for discussion To explore how Krathwohl's taxonomy can be used to classify the level of affective learning described. For the affective learning identified, determine which educational experiences contributed to the outcome Results Data collection occurred between July 2012 and October 2012. Preliminary results will be presented at the conference. Discussion Will be developed when preliminary findings are available Conclusion Will be developed when preliminary findings are available
dc.description.peerreviewedNo
dc.description.publicationstatusYes
dc.format.extent313530 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.publisher.urihttp://www.anzahpe.org/front-news/2012-annual-conference.html#!2013-conference/c11ij
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameAustralian and New Zealand Association of Health Professional Educators annual conference
dc.relation.ispartofconferencetitleAustralian and New Zealand Association of Health Professional Educators annual conference
dc.relation.ispartofdatefrom2013-06-24
dc.relation.ispartofdateto2013-07-27
dc.relation.ispartoflocationMelbourne, Australia
dc.rights.retentionY
dc.subject.fieldofresearchMedicine, Nursing and Health Curriculum and Pedagogy
dc.subject.fieldofresearchcode130209
dc.titleImpact of human skills training on affective learning among pre medical students.
dc.typeConference output
dc.type.descriptionE3 - Conferences (Extract Paper)
dc.type.codee3
gro.facultyGriffith Health Faculty
gro.rights.copyright© The Author(s) 2013. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference's website or contact the authors.
gro.date.issued2013
gro.hasfulltextFull Text
gro.griffith.authorRobillard, Laurance M.
gro.griffith.authorChan, Kwong D.
gro.griffith.authorRogers, Gary


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