Presentation Title
A Transparency Framework and SWOT Analysis of a Year-Long Practicum Project with Undergraduate Allied Healthcare Students
Proposal Format
20-minute Presentation
Track Choices
Education Lag and The Disconnect in Higher Education
Abstract
Faculty developed a year-long practicum (integrative literature review) using adult learning principles and a transparency framework to promote equitable student success. Undergraduate students conducted research to learn more about their specific patient population and healthcare field while incorporating concepts from courses in their program. Students developed a research question, conducted literature searches of peer-reviewed evidence, and constructed a literature review table. An Institutional Review Board deemed the work as quality improvement/program evaluation. Data were extracted from assignments from January 2022 to December 2022 and entered in Microsoft Excel for analysis after course completion. Practicum strengths included clear communication of project expectations via project guidelines and grading rubrics. The minimal practice of soft skills (e.g., communication, time management, etc.) was considered a weakness. Courses taken at other institutions allowed students to build on their practicum projects. Threats to the practicum included micromanaging, stereotypes, and exorbitant college costs. Evaluation data, specifically lessons learned and constructive feedback for faculty, can help faculty continuously improve course topics and assignments. Following a transparency framework can support student success and help faculty become classroom leaders while mentoring students. Conference attendees will learn about the transparency framework and how to incorporate it in the classroom.
Keywords
pedagogy, research, undergraduate
Speaker Bio
Dr. Elizabeth A. Brown is the Director for the Bachelor of Science in Public Health Program in the College of Health Sciences at Old Dominion University in Norfolk, VA. Dr. Brown is an academic educator and health services researcher who focuses on social determinants of health (SDOH), particularly race/ethnicity, access to primary care, health care policy, and chronic conditions. She also examines privilege as a SDOH and the effects of racism with health care providers, students, faculty, and staff. She has over 10 publications, three book chapters, and various presentations at national conferences in these areas.
A Transparency Framework and SWOT Analysis of a Year-Long Practicum Project with Undergraduate Allied Healthcare Students
Penny Hall, 210
Faculty developed a year-long practicum (integrative literature review) using adult learning principles and a transparency framework to promote equitable student success. Undergraduate students conducted research to learn more about their specific patient population and healthcare field while incorporating concepts from courses in their program. Students developed a research question, conducted literature searches of peer-reviewed evidence, and constructed a literature review table. An Institutional Review Board deemed the work as quality improvement/program evaluation. Data were extracted from assignments from January 2022 to December 2022 and entered in Microsoft Excel for analysis after course completion. Practicum strengths included clear communication of project expectations via project guidelines and grading rubrics. The minimal practice of soft skills (e.g., communication, time management, etc.) was considered a weakness. Courses taken at other institutions allowed students to build on their practicum projects. Threats to the practicum included micromanaging, stereotypes, and exorbitant college costs. Evaluation data, specifically lessons learned and constructive feedback for faculty, can help faculty continuously improve course topics and assignments. Following a transparency framework can support student success and help faculty become classroom leaders while mentoring students. Conference attendees will learn about the transparency framework and how to incorporate it in the classroom.