| 1. |
- Glatz, Terese, 1983-, et al.
(author)
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Lessons Learned and Preliminary Results from Implementing Simulation-Based Elements in a Clinical Psychology Programme
- 2022
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In: Psychology Learning & Teaching (PLAT). - : Sage Publications. - 1475-7257 .- 2057-3022.
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Journal article (peer-reviewed)abstract
- In a clinical psychology training context, there is a need to examine students' theoretical knowledge as well as their professional competence. One promising method to assess students' professional competence is the Objective and Structured Clinical Examination (OSCE). In this report, we describe and discuss the implementation of OSCE on a clinical psychology programme at a university in Sweden, including lesson learned regarding the structure and content for this examination. We also report on preliminary results, in which we explored students' perceived competence and worries, and their supervisors' reports regarding their clinical practicum, in relation to a new curriculum that includes more simulation-based elements (including the OSCE) than the old curriculum. Results showed that students on the new curriculum reported lower levels of perceived competence before the clinical practicum, but increased significantly more over time in comparison to students on the old curriculum. These results are discussed in relation to the potential role of OSCE in clinical psychology students' development of professional competence. Due to methodological limitations, these results should be interpreted with caution and should be viewed as exploratory. All in all, this report can be viewed as a guideline for implementation of OSCE on similar programmes in psychology.
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| 2. |
- Hakelind, Camilla, 1975-, et al.
(author)
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Examining skills and abilities during the pandemic : psychology students’ and examiners’ perceptions of a digital osce
- 2022
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In: Psychology Learning and Teaching. - : Sage Publications. - 1475-7257 .- 2057-3022. ; 21:3, s. 278-295
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Journal article (peer-reviewed)abstract
- Finding valid and reliable ways to assess complex clinical skills within psychology is a challenge. Recently, there have been some examples of applying Objective Structured Clinical Examinations (OSCEs) in psychology for making such assessments. The aim of this study was to examine students’ and examiners’ perceptions of a digital OSCE in psychology regarding quality and students’ feelings about the OSCE. Participants were 51 students enrolled in the Programme for Master of Science in Clinical Psychology during two semesters and nine examiners assessing each OSCE occasion, at Umeå University, Sweden. Web-based questionnaires were used for data collection. Psychometric analyses indicated that the subscales in the student questionnaire had adequate or close to adequate levels of item and scale reliability. Both students and examiners felt that the digital OSCE was realistic, valid and well-aligned with professional practice. Although students perceived the digital OSCE as stressful, the results showed that they were focused and concentrated and found the OSCE to be a positive learning experience, implying that the stress did not affect performance to any significant extent. Based on the examiners’ experiences, it can be concluded that there are both advantages and disadvantages which need to be considered when planning future digital OSCEs.
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| 3. |
- Hakelind, Camilla, 1975-, et al.
(author)
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The Power of Aha! On Stimulating and Guiding Students towards Self-Awareness and Critical Reflection while Teaching about Personality Psychology and Gender Stereotypes
- 2022
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In: Psychology Learning & Teaching. - : Sage Publications. - 1475-7257 .- 2057-3022. ; 21:1, s. 57-72
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Journal article (peer-reviewed)abstract
- This qualitative study introduces a pedagogic design which addresses the challenging task of teaching and learning self-awareness and critical reflection in the teaching of psychology. The context of the study was a course in personality psychology for first year students, and the topic of interest was how the perception of personality is affected by gender stereotypes. The pedagogic design included the recording of a mixed-sex dialogue, which was then digitally altered for pitch and timbre producing two gender-switched versions of one single recording. Students were divided into two groups who listened to one of the two different voice alterations, and were given the task to rate the personality traits of male or female sounding versions of the same character. In the subsequent debriefing seminar, students were presented with the data from their ratings. These results were then used as a reference point for inter-group discussion, and later students were also asked to reflect over the activity individually in writing. A thematic analysis of their written answers indicates that this pedagogic setup, in combination with guided reflection, can be helpful to challenge students’ own assumptions, aiding self-awareness and critical reflection related to stereotyping.
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| 4. |
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| 5. |
- Bertilsson, Frida, et al.
(author)
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Retrieval Practice : Beneficial for All Students or Moderated by Individual Differences?
- 2021
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In: Psychology Learning & Teaching. - : Sage Publications. - 1475-7257. ; 20:1, s. 21-39
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Journal article (peer-reviewed)abstract
- Retrieval practice is a learning technique that is known to produce enhanced long-term memory retention when compared to several other techniques. This difference in learning outcome is commonly called “the testing effect”. Yet there is little research on how individual differences in personality traits and working memory capacity moderate the size of the retrieval-practice benefits. The current study is a conceptual replication of a previous study, further investigating whether the testing effect is sensitive to individual differences in the personality traits Grit and Need for Cognition, and working memory capacity. Using a within-subjects design (N = 151), participants practiced 60 Swahili–Swedish word pairs (e.g., adhama–honor) through retrieval practice and re-studying. Learning was assessed at three time points: five minutes, one week, and four weeks after practice. The results revealed a significant testing effect at all three time points. Further, the results showed no association between the testing effect and the personality traits, or between the testing effect and working memory, at any time point. To conclude, retrieval practice seems to be a learning technique that is not moderated by individual differences in these specific personality traits or with working memory capacity, thus possibly beneficial for all students.
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| 6. |
- Hendry, Gillian, et al.
(author)
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The discursive construction of group cohesion in problem-based learning (PBL) tutorials
- 2016
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In: Psychology Learning and Teaching. - London, United Kingdom : Symposium Journals. - 1475-7257 .- 1475-7257. ; 15:2, s. 180-194
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Journal article (peer-reviewed)abstract
- Research has shown that educators may be reluctant to implement group work in their teaching due to concerns about students partaking in off-task behaviours. However, such off-task interactions have been shown to promote motivation, trust, and rapport-building. This paper details a study in which student groups were video recorded as they engaged in problem-based learning tutorials, with the aim of examining the social interaction within such settings. Eighty-five hours of data were collected from nine groups, with discursive psychology being used to analyse how group cohesion is constructed through off-topic talk such as gossiping and teasing. Two case studies are detailed in which we demonstrate how cohesion is established through a process of collective action against the ‘other’: highlighting the differences between ‘us’ and ‘them’, and how this can impact on group dynamics. There is often a discrepancy between self-reported and observed behaviour in groups and so the more we know about what actually happens in such environments, the better placed we are to support student learning. The paper concludes with recommendations on how analyses of social interaction and the management of psychological issues in problem-based learning tutorials can inform the use of problem-based learning as a teaching and learning approach.
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| 7. |
- Rosander, Michael, 1965-, et al.
(author)
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The purpose of tutorial groups: Social influence, and the group as means and objective
- 2016
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In: Psychology Learning and Teaching. - : SAGE Publications. - 1475-7257. ; 15:2, s. 155-167
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Journal article (peer-reviewed)abstract
- The aim of this study was to investigate how first-year students view the purpose of tutorial groups in PBL. In all, 147 students from 24 groups participated, providing 399 statements. Data were analysed using thematic analysis. The results showed a focus on both learning and social influence. Learning involved the tutorial as both an objective and as a means. Social influence is important for a tutorial to become a well-functioning group, together with opportunities to use the group as an objective in and of itself to learn to work in a group, cooperate, solve problems, and communicate. Social support and feelings of togetherness create conditions for intrinsic motivation, as well as stronger identification with the group. A tutorial group as a well-functioning learning environment requires both the group as an objective and as a means.
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| 8. |
- Wiggins, Sally, et al.
(author)
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Ask Not Only ‘What Can Problem-Based Learning Do For Psychology?’ But ‘What Can Psychology Do For Problem-Based Learning?’ A Review of The Relevance of Problem-Based Learning For Psychology Teaching and Research
- 2016
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In: Psychology Learning & Teaching. - London : Sage Publications. - 1475-7257. ; 15:2, s. 136-154
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Journal article (peer-reviewed)abstract
- Problem-based learning (PBL) is an internationally recognised pedagogical approach that is implemented within a number of disciplines. The relevance and uptake of PBL in psychology has to date, however,received very limited attention. The aim of this paper is therefore to review published accounts on how PBL is being used to deliver psychology curricula in higher education and to highlight psychological research that offers practical strategies for PBL theory and practice. The paper is divided into three sections. In the first, we discuss the principles of PBL and provide examples of how it can be used within psychology curricula, alongside a consideration of its advantages and disadvantages. In the second section,we outline the results of a systematic literature review of published examples of PBL used within psychology undergraduate and postgraduate courses. Finally, in the third section, we examine some of the ways in which psychological research can provide practical guidance for PBL teaching practice. We conclude this paper with some recommendations for future research across all these areas, and call forthe further development of PBL curricula in psychology higher education course provision.
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| 9. |
- Wiggins, Sally, Dr, 1975-, et al.
(author)
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Integrating quantitative and qualitative approaches in psychology research methods teaching : The example of a classroom debate
- 2005
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In: Psychology Learning & Teaching. - : Sage Publications. - 1475-7257 .- 1475-7257. ; 4:2, s. 90-94
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Journal article (peer-reviewed)abstract
- Research methods teaching in psychology is predominantly divided into quantitative and qualitative modules, often with an emphasis on the former. In this article we argue that by explicitly addressing the integration of methodological approaches we may help to improve students' understanding of psychological research methods overall. The example of a final year module is provided, outlining the use of a student-led classroom debate on the compatibility of qualitative and quantitative methodologies in psychology. This type of learning activity was introduced to encourage a deeper understanding of the module content and to move toward student-centred learning. It is concluded that the relative success of the debate depended largely on the size of the class and the willingness of the students to partake in a non-assessed, planned activity. Suggestions are provided for how the debate could have been better managed, alongside alternative ways in which the whole module may be redesigned.
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| 10. |
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