Using artefacts and qualitative methodology to explore pharmacy students’ learning practices

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Using artefacts and qualitative methodology to explore pharmacy students’ learning practices. / Edwards, Ruth; I'Anson, John.

In: American Journal of Pharmaceutical Education, 08.02.2019.

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Edwards, R & I'Anson, J 2019, 'Using artefacts and qualitative methodology to explore pharmacy students’ learning practices' American Journal of Pharmaceutical Education. https://doi.org/10.5688/ajpe7082

APA

Edwards, R., & I'Anson, J. (2019). Using artefacts and qualitative methodology to explore pharmacy students’ learning practices. American Journal of Pharmaceutical Education. https://doi.org/10.5688/ajpe7082

Vancouver

Edwards R, I'Anson J. Using artefacts and qualitative methodology to explore pharmacy students’ learning practices. American Journal of Pharmaceutical Education. 2019 Feb 8. https://doi.org/10.5688/ajpe7082

Author

Edwards, Ruth ; I'Anson, John. / Using artefacts and qualitative methodology to explore pharmacy students’ learning practices. In: American Journal of Pharmaceutical Education. 2019.

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@article{5d9fe2f33b3542d2b2723e8f3628ab24,
title = "Using artefacts and qualitative methodology to explore pharmacy students’ learning practices",
abstract = "Objective: To investigate how pharmacy students negotiate the pedagogical demands of a revised pharmacy curriculum and to understand students’ learning practices and to explore the impact of assessment and feedback regimes in one School of Pharmacy.Methods: Using qualitative methodology and artefacts to explore pharmacy students’ learning in order to understand their learning practices in negotiating a field of inquiry as well as identifying difficulties encountered along the way. Data collection took the form of individual semi-structured interviews with undergraduate pharmacy students. Participants were asked to select three artefacts (a photograph, an object, a song, a picture or something else) that represented what learning as a pharmacy student meant to them and bring that along to an interview. Data were analyzed thematically using mind-mapping and subsequently, Law’s25,26 concepts of practices and collateral realities and Ingold’s12,12 concept of dwelling were used to make sense of the analysis.Results: Findings were grouped into five distinct themes: study practices or strategies adopted, rituals associated with learning and studying, pharmacy knowledge, motivation for learning and ways of learning. In the following section, each of these identified thematics is summarized, with illustrations from the data given. The affective dimensions of learning was a strong emergent theme throughout the data.Conclusions: The use of artefacts in the research process afforded in-depth insight into the specific study practices adopted by a group of pharmacy students. Findings from this study suggest that qualitative methods can be useful in surfacing students’ practice as regards strategies deployed, and difficulties faced in their negotiation of new pharmacy curricula.",
keywords = "learning, pharmacy, qualitative methods, artefacts, practices",
author = "Ruth Edwards and John I'Anson",
note = "The Journal is an open-access publication and no username or password is required to view articles. For non-commercial use only",
year = "2019",
month = "2",
day = "8",
doi = "10.5688/ajpe7082",
language = "English",
journal = "American Journal of Pharmaceutical Education",
issn = "0002-9459",
publisher = "American Association of Colleges of Pharmacy",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Using artefacts and qualitative methodology to explore pharmacy students’ learning practices

AU - Edwards, Ruth

AU - I'Anson, John

N1 - The Journal is an open-access publication and no username or password is required to view articles. For non-commercial use only

PY - 2019/2/8

Y1 - 2019/2/8

N2 - Objective: To investigate how pharmacy students negotiate the pedagogical demands of a revised pharmacy curriculum and to understand students’ learning practices and to explore the impact of assessment and feedback regimes in one School of Pharmacy.Methods: Using qualitative methodology and artefacts to explore pharmacy students’ learning in order to understand their learning practices in negotiating a field of inquiry as well as identifying difficulties encountered along the way. Data collection took the form of individual semi-structured interviews with undergraduate pharmacy students. Participants were asked to select three artefacts (a photograph, an object, a song, a picture or something else) that represented what learning as a pharmacy student meant to them and bring that along to an interview. Data were analyzed thematically using mind-mapping and subsequently, Law’s25,26 concepts of practices and collateral realities and Ingold’s12,12 concept of dwelling were used to make sense of the analysis.Results: Findings were grouped into five distinct themes: study practices or strategies adopted, rituals associated with learning and studying, pharmacy knowledge, motivation for learning and ways of learning. In the following section, each of these identified thematics is summarized, with illustrations from the data given. The affective dimensions of learning was a strong emergent theme throughout the data.Conclusions: The use of artefacts in the research process afforded in-depth insight into the specific study practices adopted by a group of pharmacy students. Findings from this study suggest that qualitative methods can be useful in surfacing students’ practice as regards strategies deployed, and difficulties faced in their negotiation of new pharmacy curricula.

AB - Objective: To investigate how pharmacy students negotiate the pedagogical demands of a revised pharmacy curriculum and to understand students’ learning practices and to explore the impact of assessment and feedback regimes in one School of Pharmacy.Methods: Using qualitative methodology and artefacts to explore pharmacy students’ learning in order to understand their learning practices in negotiating a field of inquiry as well as identifying difficulties encountered along the way. Data collection took the form of individual semi-structured interviews with undergraduate pharmacy students. Participants were asked to select three artefacts (a photograph, an object, a song, a picture or something else) that represented what learning as a pharmacy student meant to them and bring that along to an interview. Data were analyzed thematically using mind-mapping and subsequently, Law’s25,26 concepts of practices and collateral realities and Ingold’s12,12 concept of dwelling were used to make sense of the analysis.Results: Findings were grouped into five distinct themes: study practices or strategies adopted, rituals associated with learning and studying, pharmacy knowledge, motivation for learning and ways of learning. In the following section, each of these identified thematics is summarized, with illustrations from the data given. The affective dimensions of learning was a strong emergent theme throughout the data.Conclusions: The use of artefacts in the research process afforded in-depth insight into the specific study practices adopted by a group of pharmacy students. Findings from this study suggest that qualitative methods can be useful in surfacing students’ practice as regards strategies deployed, and difficulties faced in their negotiation of new pharmacy curricula.

KW - learning

KW - pharmacy

KW - qualitative methods

KW - artefacts

KW - practices

UR - https://www.ajpe.org/doi/abs/10.5688/ajpe7082

U2 - 10.5688/ajpe7082

DO - 10.5688/ajpe7082

M3 - Article

JO - American Journal of Pharmaceutical Education

T2 - American Journal of Pharmaceutical Education

JF - American Journal of Pharmaceutical Education

SN - 0002-9459

ER -

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