Impact of small group formation on student learning and experience in Entry-to-Practice PharmD program
Project Investigator: Arun Verma, Associate Professor of Teaching, Pharmaceutical Sciences Additional team members: Serena Zhang; George Pachev Project Description In the Entry-to-Practice PharmD program at UBC, a critical portion of case-based learning is done in groups. Therefore, the group formation strategy utilized potentially impacting the learning experience of students. Group formation has long been a […]
Self-regulated learning via technology: Creative use of digital technologies among international students
Project Investigator: Dongchen Hou, Lecturer, Asian Studies Project Description This project plans to analyze how students have actively and creatively managed their own learning, or “self-regulated learning” (SRL), by using digital technologies and platforms, such as Canvas, classroom response systems (iClickers), and more. I envision there’s a gap between how digital technologies is designed to […]
Ready or Not: Aligning assessments and program goals regarding practice readiness in the UBC Entry-to-Practice PharmD Program
Project Investigator: Neelam Dhaliwal, Lecturer, Office of Experiential Education, Pharmaceutical Sciences Additional Applicants: George Pachev Project Description The intended study aims at supporting the alignment of assessments to the program’s goals regarding practice readiness by exploring on the faculty’s (faculty instructor’s and practice educator’s) conceptions of the “not ready” student, and evaluating the extent to […]
Student occupational therapists experience of bullying in placements: A national exploratory study
Project Investigator: Donna Drynan, Associate Professor of Teaching, Occupational Science and Occupational Therapy Additional Applicants: Jeff Boniface; Palvi Dhillon; Lisa Mahil Project Description The purpose of this study is to understand the prevalence of bullying that student occupational therapists experience or witness while on placements and the impact this may have had on their learning. […]
More practice, more feedback, more learning?: Replacing one weekly synchronous class with asynchronous, low-stakes practice
Project Investigator: Katie Fitzpatrick, Lecturer, WRDS (School of Journalism, Writing and Media) Project Description I have developed a hybrid pedagogy model organized around what I call “Individual Learning Activities,” or ILAs. Every Monday, my students complete an asynchronous, low-stakes “ILA” instead of attending class. ILAs ask them to learn and practice a relevant writing skill. […]
Supporting student wellbeing in the Faculty of Pharmaceutical Sciences through exploring faculty and staff motivation to implement wellbeing practices
Project Investigator: Ingrid Price, Associate Professor of Teaching, Pharmaceutical Sciences Additional Applicants: Alex Smith; Jas Jawanda; Parisa Safavi; Jennifer Chatterton Project Description In order to support student success, the Faculty of Pharmaceutical Sciences (FoPS) has committed to collaboratively build and implement a student wellbeing plan centered on a culture of self-care, resiliency, and empowerment. As […]