The Student as Researcher Embedding a research culture into health professional education

1. The Student as Researcher Embedding a research culture into health professional education Fiona MacVane, Fiona Meddings, Maria Evans Literature Search Apply to practice Read Critically analyse A lecture-based educational model is an ineffectual way to prepare health care practitioners required to be problem-solvers with the ability to evaluate and utilise evidence to inform practice(Amakali 2012). Andrews and Jones (1996) suggest that problem-solving skills can be acquired through problem-based learning (PBL) which is both an educational theory and methodology. Students develop a co-operative, self-directed and constructivist learning style rather than learning to be passive recipients of Information (Creedy et al 1992). MacVane Phipps (2010) suggests that these skills can be transferred to the clinical setting, creating a natural alliance between PBL and the ability to use and understand evidence based practice (EBP). Our PBL curriculum introduces research skills on day 1 and builds on these throughout the 3 year degree programme. This is enhanced by elements of team based learning (TBL) which encourage deep reading, analysis and team negotiations to reach consensus. A spiral curriculum is a concept described by Harden and Stamper (1999) as an iterative revisiting of topics, subjects or themes. The approach is much more complex than mere repetition; instead it enables students to achieve breadth and depth of knowledge with each turn of the spiral (Porter and Meddings 2007). Using problem based learning (PBL) as the driver ensures that curriculum content is delivered in a way that inspires intellectual curiosity, nurturing surprise and excitement (Jones and Oswald 2001). At the same time students must become proficient in self-assessment, identifying personal strengths And areas for development. +Questions, Searches, Hypotheses, Analysis -confusion, boredom, panic From Research aware students To Research active practitioners References Amakali K (2012) Motivations for the use of problem based learning (PBL) for preparation of undergraduate nursing students for professional competences: A literature review International Journal of Nursing Science 2(5): 53-57 Andrews M & Jones PR (1996) Problem based learning in an undergraduate nursing programme: a case study. JAN 23: 357-365 Creedy D, Horsfall J, Hand B (1992) Problem-based learning in nurse education: an Australian view JAN 17(6): 727-733 Dearnley CA & Meddings FS (2007) Student self assessment and its impact on learning: a pilot study. NET 27 (4): 333-340 Harden RM & Stamper N (1999) What is a spiral curriculum? Medical Teacher 21(2): 141-143 Jones R & Oswald N (2001) A continuous curriculum for general practice? Proposals for undergraduate-postgraduate collaboration. BJGP 51(463): 135 MacVane Phipps F. (2010) Evidence based practice and problem based learning: A natural alliance? In Munro J and Spiby H (Eds.) Evidence Based Midwifery. Chichester:Wiley Blackwell Porter J & Meddings F (2007) Innovative changes in a UK midwifery education programme BJM 15 (9): 4