This ERDP funded Development Grant was to evaluate the use of a Context Caf\u00e9 to promote reflection on learning.<\/p>\n
The Project team have submitted their research for presentation at the UKAT group conference on ‘Transition, Persistence and Resilience: Academic Advising for Success<\/a>‘ in April 2019.<\/p>\n Read on for the full abstract:<\/p>\n Background:<\/strong> Within the School of Biomedical Sciences BSc students study a common phase 1 (semesters 1-3) and then a degree-specific phase 2 (semesters 4-6). The move between these phases occurs mid-second year, a time in the degree when motivation may be low (1), yet students are making important decisions and integration of information is vital. A \u2018Context Caf\u00e9\u2019 (2) was introduced 3 years ago into the curriculum of Biochemistry and Biomedical Genetics students to promote reflection on phase 1 learning, relate this to phase 2 material, stimulate active consideration of optional modules as well as vacation\/professional placements and relating all of this to careers.<\/p>\n The Context Caf\u00e9 is run in a cabaret-style set up derived from the World Caf\u00e9 idea generation technique (3). Students rotate around tables each of which have a question relating learning to contexts including future course content and careers. Staff facilitators remain at a table and guide the student groups in a divergent thinking process building on information generated by previous group(s) which is then converged to address the question posed in a short presentation.<\/p>\n Aim and Objectives:<\/strong> In this project, the aim was to evaluate the effectiveness and impact of the Context Caf\u00e9 both immediately and a year post caf\u00e9.<\/p>\n Data collection and outcomes:<\/strong> Data were gathered from student groups shortly (+4 months) or over a year (+16 months) after attending the sessions. One-on-one conversations were held with a student from each cohort and a survey comprising a mixture of Likert-type items, plus requests for single word or short comment responses to questions on different aspects of the Concept Caf\u00e9 was answered by 19 students. Output of quantitative questions, and thematic analysis of qualitative data led to the following conclusions:<\/p>\n <\/p>\n Conclusions<\/strong> from the analysis thus far are that Context Caf\u00e9 sessions can impact on student reflection and integration of material from different stages of a degree. For relatively little effort involved in organising a single session the apparent gains may be \u00a0significant\u2013 from cohort identity and familiarity with staff, to self-acknowledgement of skills and knowledge and how to apply it, familiarisation with upcoming material and prompting active consideration of choices both within the degree and beyond. The study has provided suggestions on how future Context Caf\u00e9 might be improved, and an abstract on the work has been submitted to the 2019 UK Advising and Tutoring conference \u2018Transition, Persistence and Resilience: Academic Advising for Success\u2019<\/p>\n References:<\/strong><\/p>\n <\/p>\n <\/p>\n Project Team:<\/strong> Dr Jeremy Brown (Biomedical Sciences), Dr Luisa Wakeling (Dental Sciences), Dr Jane Stewart (Medical Education) and Ms Tatyana Kovalyonok (Education, Communication and Language Sciences)<\/p>\n","protected":false},"excerpt":{"rendered":" This ERDP funded Development Grant was to evaluate the use of a Context Caf\u00e9 to promote reflection on learning. The Project team have submitted their research for presentation at the UKAT group conference on ‘Transition, Persistence and Resilience: Academic Advising … Continue reading \n
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