Students’ learning experience’s with practice based education (PBE) are diverse and reflect the individual practices of their chosen professions. It is important to have an authentic experience to develop their skills and ability to relate their theory to the reality of practice. PBE refers to university education that is grounded in the preparation of graduates for practice and contains compulsory practice learning such as fieldwork education and clinical placements. Many courses in professional education encompass PBE. Given the importance of PBE to professional education, measurements of the student experience need to be able to discern the contribution of PBE to student’s overall experience. If there is to be meaningful enhancement of students’ learning experiences it is important to critically appraise the processes used to evaluate the student experience of PBE and to understand the processes used to interpret, disseminate and act upon the findings. Tools used to measure the student experience are predominantly quantitative in their approach. The tools typically utilised by universities to measure the student experience lack specificity and sensitivity in regard to PBE. This project used focus groups as a qualitative approach to allow students’ an opportunity to discuss their lived experience and share their perceptions on their experiences with PBE at CSU. The opportunity to incorporate internal, distance education and international student’s in focus groups and to utilise a series of questions to direct discussions, has provided a unique opportunity to delve into the student experience and to analyse this information to enhance their learning experience.
|Number of pages||1|
|Publication status||Published - 2009|
|Event||CSUEd - Thurgoona Campus, Albury, Australia|
Duration: 25 Nov 2009 → 27 Nov 2009
Conference number: 2009
|Abbreviated title||Curriculum Renewal|
|Period||25/11/09 → 27/11/09|