Exploring scientific writing as part of a learning model for interprofessional higher health education – A qualitative study
Bibliographic Data
| ID | 22203900 |
|---|---|
| Authors | Frøydis Perny Vasset (0000-0002-0232-1487, Molde University College, corresponding author), Berit Misund Dahl (0000-0002-8917-356X, Norwegian University of Science and Technology), Gunhild Thunem (Norwegian University of Science and Technology), Marianne Frilund (0000-0002-8277-5728, Norwegian University of Science and Technology) |
| Year | 2024 |
| Volume | 9 |
| Pages | 100759 |
| Publication date | 2024-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences & Humanities Open (JOURNAL) |
| Journal identifiers | ISSN: 2590-2911 • E-ISSN: 2590-2911 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ssaho.2023.100759 |
| OpenAlex | W4389345226 |
| Language | EN |
| References cited | 28 |
This study investigated how students in interprofessional higher education experienced learning with a model including essay writing and perceived the effect on their learning outcomes. The study occurred at an institute with two interprofessional programs at a university in Norway. Students gained new knowledge or new understandings when their theoretical knowledge and clinical experiences intersected in essay form. Common themes were 1) learning benefits and learning models, 2) benefits of interprofessional collaboration, and 3) Organisations, developments, and changes in writing processes When participating in the study programme based on the developed learning model the students felt both their theoretical and practical knowledge and understanding were deepened. Essays gave students opportunities to formulate their own personal ideas, new understandings, new patterns of practice and deeper knowledge, particularly when writing in groups. Experience-based knowledge has been legitimated by the students who discovered the good interaction between theory and practice. We concluded that the model requires good virtual platforms for the groups to function optimally and that essay writing can give students in higher education the opportunity to formulate their ideas in a more personal way. The interprofessional collaboration, in essay writing, was perceived as both rewarding, challenging, but also a reflective learning process for the students
Health care · Higher education · Interprofessional education · Mathematics education · Medical education · Pedagogy · Qualitative research · Social science · Sociology · Computer Science · Education and Critical Thinking Development · Higher Education Practises and Engagement · Medicine · Psychology · Reflective Practices in Education
Hermeneutic research in nursing
Motivation and cognitive load in the flipped classroom
Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches
Students’ approaches to scientific essay writing as an educational method in higher education
Worked example or scripting? Fostering students’ online argumentative peer feedback, essay writing and learning
Unfolding teaching practices in higher education courses
The out-of-field phenomenon and leadership for wellbeing
Cooperative learning goes online
Qualitative inquiry and research design
| Citation velocity | historical |
|---|---|
| Highly cited | No |