Biomedical subjects

M Prosser

Publications and source records attributed to M Prosser.

3 recordsLinked to original sources

PubMed2001

Students' perceptions of learning outcomes from group-based, problem-based teaching and learning activities.

OBJECTIVE: A study aimed at exploring the variation in perceptions of learning outcomes reported by undergraduate nursing students enrolled in a problem-based learning subject in a pre-registration Bachelor of Nursing course (BN). METHOD: Students were asked to respond to four open-ended questions which focussed on their learning outcomes in the different teaching/learning modalities of the subject. Data were analysed in two phases using a modified phenomenographic analysis. In the first phase a set of categories of description were developed from the student responses to questions related to the learning modalities. In the second phase the individual responses were classified in terms of the categories. Finally, correlations between the learning modalities were identified. In this paper the approach to analysis, the process of category identification and the correlations between the learning modalities will be described and the implications for further research and teaching will be discussed. RESULTS: The findings indicated that there were two distinct groups of student responses. Inward focussed students who described outcomes in terms of their own learning and students whose focus was outward i.e. describing learning in terms of patient care and how learning relates to that care. Another important result shows the relationship between the learning modalities and outcomes. From the students' perspective, the most sophisticated outcomes of the lectures and laboratories were ideas and skills to be used and applied in clinical settings. Whereas, the group-based activities in which clinical problems were presented to the students in the form of Situation Improvement Packages (SIPS) focussed their attention on the clinical setting which constituted a preparation for the realities of clinical practice. CONCLUSION: The findings from this study indicate that students perceive their learning in the group based teaching/learning modality (SIPS) as effective in focussing them on the reality of their role in the clinical practice environment while lectures and laboratories provided the skills and knowledge required for this setting.

Curriculum↗

PubMed1997

Relations between perceptions of the teaching environment and approaches to teaching.

BACKGROUND: Previous research has established substantial relations between students' approaches to study in higher education and their perceptions of the learning environment. More recently, there has been a growing body of research into teachers' approaches to teaching and conceptions of teaching. There has, however, been little research into their perceptions of the teaching context. AIMS: This study aimed to develop an inventory of university teachers' perceptions of their teaching environment (PTE) and how those perceptions related to their approaches to teaching. SAMPLES: The interview sample comprised 13 teachers of first year university physics and chemistry courses in two Australian universities, and the survey sample comprised 46 teachers from several Australian universities. METHODS: In the qualitative study teachers were interviewed about the things they thought affected their teaching. The interviews were content analysed, and an inventory was produced. In the quantitative study, the results of the administration of the Approaches to Teaching Inventory and the PTE were analysed by correlational, factor and cluster analyses. RESULTS: This exploratory study found systematic relations between the perceptions and approaches. The relations observed suggest that the adoption of a conceptual change and student focused approach to teaching is associated with perceptions that the teacher has control over what is taught and how it is taught, as well as perceptions that the department values teaching and that class size is not too large. CONCLUSIONS: The paper concludes by arguing that if we are to improve the quality of teaching and learning in higher education we will need to take account of the perceptions teachers have of their teaching context.

Attitude↗

PubMed1989

Fluctuations in plasma pyrroline-5-carboxylate concentrations during feeding and fasting.

Pyrroline-5-carboxylate (P5C) is the oxidized metabolite of proline. In cultured cells redox-sensitive metabolic pathways are influenced by these two amino acids. To determine whether plasma P5C levels fluctuate enough physiologically to regulate such pathways in vivo, we measured venous plasma P5C concentrations hourly for 48 h in five normal subjects while eating and in four subjects while fasting. Two fed subjects had one or more plasma P5C excursions per day exceeding 10 times the baseline level; the other fed subjects had lesser variations. These patterns suggest a relationship of plasma P5C peaks to meals. This relationship is supported by the finding of no significant P5C elevations above baseline levels in four subjects during fasting for 24 h. Despite the changes in plasma P5C concentrations, those of proline and other metabolically related amino acids were constant. The variation among subjects in the degree of plasma P5C fluctuation could not be explained by differences in total protein and caloric intake or body weight. Among plasma constituents, the large peak to basal plasma P5C excursions in some of the normal subjects we studied are matched only by those of peptide hormones.

Adult↗