Loading...
7 results
Search Results
Now showing 1 - 7 of 7
- A co-creation methodology in heath graduations; perceptions of the graduating actorsPublication . Pinto, Isabel C.; Almeida-de-Souza, Juliana; Veiga-Branco, Augusta; Pereira, Olívia R.The new education policies hold students accountable for their own learning. Also a growing number of study results are finding positive relationships between active methodologies and student learning. In this sense, it is important to understand the perceptions of innovative process experiences in learning. Aims: Assess the perceptions of students during an implementation of co-creation methodology in curricular units of Dietetics Nutrition and Pharmacy graduations. Methods: It is a quantitative and longitudinal study in 3rd year degree students across one semester. A co-creation pedagogical process was performed including a multidisciplinary group of students from 4 different subjects of the undergraduate courses in Dietetics Nutrition and Pharmacy, School of Health, Polytechnic Institute of Bragança, Portugal. Throughout the semester, students had to develop a multidisciplinary research project. Co-creation events, guided by subject teachers, took place at four different times: kick-off, jam1, jam2 and final-pitch. The students' perception of the teaching-learning process was evaluated in the end of each event, through an online questionnaire with eight positive statements about the working day. Each student should indicate their agreement on a scale from 1 (strongly disagree) to 4 (strongly agree). Options 3 and 4 were considered as satisfaction. Results: Most students are satisfied with this process (52,3%-94,4%), considering all questions at all events (Figure 1). In half of the statements (I loved this day, I love this work, Today was a full day of learning, I understood this methodology/learning process), student satisfaction gradually increased over the course of the events. Teamwork was clearly appreciated at Jam1 (94,4%) and Final Pitch was much appreciated (84,1%) and considered a great learning day (86,3%). However, if students could decide, only around half students choose this learning methodology (52,3%-57,9%). Conclusion: Most students enjoyed this co-creation process, valuing teamwork and learning. However, some students hesitate to use this methodology.
- General and obesity nutritional knowledge in health and non-health higher studentsPublication . Almeida-de-Souza, Juliana; Veiga-Branco, Augusta
- Practice placement Learning students and placement educators satisfactionPublication . Ferro-Lebres, Vera; Almeida-de-Souza, Juliana; Veiga-Branco, AugustaThe Practice Placement Learning (PPL) is when students contact with professional reality, a transition from school to profession; so it should enable students to work autonomously.1,2 The practice placement learning it is not just a conjugation of all the experienced methods and techniques. It is the pedagogic context that results out of the mental articulation of all experiences and, so, a pedagogic situation that causes a bigger intrapersonal, interpersonal and professional development.3,4 This study objective was to evaluate the Dietetic Students (DS) and practice placement educators (PPE) satisfaction to the practice placements methodology used in Polytechnic Institute of Braganza
- General and obesity nutritional knowledge in health and non-health higher studentsPublication . Almeida-de-Souza, Juliana; Veiga-Branco, Augusta
- A co-creation methodology in heath graduations - perceptions of the graduating actorsPublication . Pinto, Isabel C.; Almeida-de-Souza, Juliana; Veiga-Branco, Augusta; Pereira, Olívia R.The new education policies hold students accountable for their own learning. Also a growing number of study results are finding positive relationships between active methodologies and student learning. In this sense, it is important to understand the perceptions of innovative process experiences in learning. Aims: Assess the perceptions of students during an implementation of co-creation methodology in curricular units of Dietetics Nutrition and Pharmacy graduations. Methods: It is a quantitative and longitudinal study in 3rd year degree students across one semester. A cocreation pedagogical process was performed including a multidisciplinary group of students from 4 different subjects of the undergraduate courses in Dietetics Nutrition and Pharmacy, School of Health, Instituto Politécnico de Bragança, Portugal Throughout the semester, students had to develop a multidisciplinary research project. co-creation events, guided by subject teachers, took place at four different times: kick-off, jam1, jam2 and final-pitch. The students' perception of the teaching-learning process was evaluated in the end of each event, through an online questionnaire with eight positive statements about the working day. Each student should indicate their agreement on a scale from 1 (strongly disagree) to 4 (strongly agree). Options 3 and 4 were considered as satisfaction. Results: Most students are satisfied with this process (52,3%-94,4%), considering all questions at all events (Figure 1). In half of the statements (I loved this day, I love this work, Today was a full day of learning, I understood this methodology/learning process), student satisfaction gradually increased over the course of the events. Teamwork was clearly appreciated at Jam1 (94,4%) and Final Pitch was much appreciated (84,1%) and considered a great learning day (86,3%). However, if students could decide, only around half students choose this learning methodology (52,3%-57,9%). Conclusion: Most students enjoyed this co-creation process, valuing teamwork and learning. However, some students hesitate to use this methodology
- Comparative study before and after innovative learning methodology: a qualitative analysis of health students' perceptionsPublication . Pinto, Isabel C.; Almeida-de-Souza, Juliana; Veiga-Branco, Augusta; Pereira, Olívia R.The actives learning methodologies appears as new education policies and those hold students accountable for their own learning. Also a growing number of study results are finding positive relationships between active methodologies and student learning. In this sense, it is important to understand the perceptions of innovative process experiences in learning. Aims: Create a qualitative analysis about student perceptions during an implementation of co-creation methodology in curricular units of Dietetics Nutrition and Pharmacy graduations. Methods: It is a qualitative and longitudinal study in 3rd year degree students across one semester. A co-creation pedagogical process was performed including a multidisciplinary group of students from 4 different subjects of the undergraduate courses in Dietetics Nutrition and Pharmacy, School of Health, Polytechnic Institute of Bragança, Portugal. Throughout the semester, students had to develop a multidisciplinary research project. Co-creation events, guided by subject teachers, took place at four different times: kick-off, jam1, jam2 and final-pitch. The students' perception of the teaching-learning process was evaluated in the end of each event, through an online open response questionnaire. The discursive components of the first and last event were subjected to content analysis from which emerged a categorical tree with 5 and 3 categories, respectively. Results: In first moment, the categorical tree revels 7 main categories (and its components), which identify words just mean the concepts related with the classic paradigm of learning-teaching process: 1st) Team (19), 2nd) Knowledge (17), 3rd) Learning (11) and Companionship (11), 5th) Sharing (9), 6th) New/Different (7), 7th) Interaction (6). (figure 1 - left) In last moment, the categorical tree revels 3 main categories (and its components): 1st) Learning in Insight (17), helps explain how students learn through socialization, acceptance and understanding of adhering to new methodologies and, this first category generates 2 subcategories: Reviewing in Presentations and Projects and The New/The Innovator. 2nd) The feeling of integration in interaction (15), helps explains interaction, communication, expertise opinions and, this second category generates 3 subcategories: Interaction (7), The Team (4), and The Sharing (4). 3rd) Learning (10) is the only category that corroborates first moment. (figure 1 - right). Conclusion: Only "new" words appear - in the sense of innovation - after the experience is lived. This proves that it is not possible to explain to students a methodology, in theoretical terms. Only in this way it is possible to create awareness about an experience.
- Comparative study before and after innovative learning methodology – a qualitative analysis of health students' perceptionsPublication . Pinto, Isabel C.; Almeida-de-Souza, Juliana; Veiga-Branco, Augusta; Pereira, Olívia R.The actives learning methodologies appears as new education policies and those hold students accountable for their own learning. Also a growing number of study results are finding positive relationships between active methodologies and student learning. In this sense, it is important to understand the perceptions of innovative process experiences in learning. Aims: Create a qualitative analysis about student perceptions during an implementation of co-creation methodology in curricular units of Dietetics Nutrition and Pharmacy graduations. Methods: It is a qualitative and longitudinal study in 3rd year degree students across one semester. A co-creation pedagogical process was performed including a multidisciplinary group of students from 4 different subjects of the undergraduate courses in Dietetics Nutrition and Pharmacy, School of Health, Instituto Politécnico de Bragança, Portugal Throughout the semester, students had to develop a multidisciplinary research project. co-creation events, guided by subject teachers, took place at four different times: kick-off, jam1, jam2 and final-pitch. The students' perception of the teaching-learning process was evaluated in the end of each event, through an online open response questionnaire. The discursive components of the first and last event were subjected to content analysis from which emerged a categorical tree with 5 and 3 categories, respectively. Results: In first moment, the categorical tree revels 7 main categories (and its components), which identify words just mean the concepts related with the classic paradigm of learning-teaching process: 1st) Team (19), 2nd) Knowledge (17), 3rd) Learning (11) and Companionship (11), 5th) Sharing (9), 6th) New/Different (7), 7th) Interaction (6). (Figure 1 - left) In last moment, the categorical tree revels 3 main categories (and its components): 1st) Learning in Insight (17), helps explain how students learn through socialization, acceptance and understanding of adhering to new methodologies and, this first category generates 2 subcategories: Reviewing in Presentations and Projects and The New/The Innovator. 2nd) The feeling of integration in interaction (15), helps explains interaction, communication, expertise opinions and, this second category generates 3 subcategories: Interaction (7), The Team (4), and The Sharing (4). 3rd) Learning (10) is the only category that corroborates first moment. (Figure 1 - right) Conclusion: Only "new" words appear - in the sense of innovation - after the experience is lived. This proves that it is not possible to explain to students a methodology, in theoretical terms. Only in this way it is possible to create awareness about an experience. Figure