Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/61492
Title: Student peer reviewers' views on teaching innovations and imaginative learning
Authors: Chan, ZCY 
Issue Date: 2016
Source: Nurse education today, 2016, v. 39, p. 155-160
Abstract: Background: Various teaching innovations have been proven effective in promoting students' critical thinking, creativity, problem solving and active learning. However, little attention has been paid to the possibility of including students as peer reviewers to evaluate these innovations in light of imaginative learning.
Aim: This study explored the perspective of senior students who played the role of the student peer reviewer on three teaching innovations, namely writing poetry, composing songs and creating role-plays in problem-based learning (PBL), specifically in relation to imaginative learning. Design: A focus group interview.
Methods: Ten senior nursing students who had experienced the conventional PBL approach but not the mentioned teaching innovations were invited to participate in reviewing a video recording of a PBL class using the above teaching innovations with a total of 18 junior year students.
Results: Five themes were identified using content analysis: (i) motivation to learn, (ii) increased empathy, (iii) information retention, (iv) development of critical thinking and creativity, and (v) drawbacks of teaching innovations.
Conclusions: It is suggested that student peer reviewers should be considered, as they can bring an outsider-learner's views on understanding the impacts of teaching innovations on imaginative learning. A call should be made to invite student peer reviewers on teaching and learning approaches, and more effort should be devoted to promoting an understanding of how imaginative learning can be achieved via teaching innovations.
Keywords: Focus group
Imaginative learning
Nursing student
Peer review
Problem-based learning
Publisher: Churchill Livingstone
Journal: Nurse education today 
ISSN: 0260-6917
EISSN: 1532-2793
DOI: 10.1016/j.nedt.2016.02.004
Appears in Collections:Journal/Magazine Article

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