Social Transformations
Lessons from a Transnational Learning Experience: U.S. and Liberian Students Reading about and Discussing Health Disparities
Paper Presentation in a Themed Session Jennifer R Banas, Cindy S York, Isidore Udoh
This presentation relates the activities that supported the formation of online collaboration between Northeastern Illinois University (NEIU) in Chicago and the University of Liberia in Monrovia, Liberia. The purpose of this collaboration was to develop a shared curriculum that promotes global citizenship and effectively engages students from different cultures with one another. The shared curriculum took place within the Community Development class, offered at the Kofi Annan Institute for Conflict Transformation in the University of Liberia, and the Health Disparities class, offered in the Department of Health Sciences and Physical Education at NEIU. The hosting of course materials (e.g., readings, videos, and assignments) and the communication exchange was supported primarily by a learning management system (Desire 2 Learn; D2L) and video conferencing (Zoom). Most of the inter-institutional communication was conducted asynchronously; however, both the NEIU students and Liberia students met with their own classmates weekly. Two class sessions brought together the two sets of students synchronously via Zoom. A course-end survey revealed most students agreed the collaboration increased their understanding of health challenges and disparities in Chicago and Liberia, their familiarity with the opportunities and challenges for cross-national communication; and their ability to engage with people from a different culture. In light of the two countries strikingly dissimilar propensities towards collectivism versus individualism (as per Geert-Hofstede’s 5-D model), we regard these outcomes as a success. Future research will explore how these differences, including the variation in social and economic advances, might impact the collaborative experience.
Characteristics and Training Needs of Young Digital Citizens
Paper Presentation in a Themed Session Antonia Lozano Diaz, Juan S Fernández-Prados
New social movements linked to economic crises and environmental problems have highlighted the role of young digital citizens. Through new forms of social participation, they are generating spaces, actors and synergies of influence in the social and political reality of today's world. The questioning considered obsolete and ineffective, of the management of current governments has led young people to use the tools that are natural to them, social networks, as the digital natives that they are. These aspects must therefore be considered in the reflection of those responsible for education, and be incorporated into the proposals for education for current citizenship. This paper has two parts; the first evaluates both the conduct of digital citizenship that university students have as well as the training needs in this aspect that they communicate. In the second part, students are offered proposals for digital citizenship in accordance with their training demands.
Online Patients as a Tool to Standardise Experiences in Pre-registration Pharmacy Training
Paper Presentation in a Themed Session Jessica Thompson
Online Patients (VPs) are an active e-learning pedagogical tool that simulate clinical scenarios in a three-dimensional environment. Research investigating their use in pharmacy education is lacking when compared to other healthcare professions. A disparity in pre-registration pharmacy training experiences has been established which has led to a theory-practice gap upon qualification. The increasing digital native generation of learners justifies the creation and evaluation of interactive tools that may promote self-directed and distance learning. This research aimed to determine the usefulness and usability of VP case studies as a novel e-learning tool in pre-registration pharmacist training when compared with non-interactive case studies. A quasi-experiment was conducted utilising pre-and post-quizzes to assess knowledge improvement from completing the case studies. A follow-up survey was circulated consisting of Likert scale ranking statements (1=strongly disagree, 5=strongly agree) and open-ended questions to gather perceptions on the usefulness, usability and enjoyment from using the case studies. Knowledge improvement from using the cases (pre-to-post) was assessed using descriptive and inferential statistics. Results from the Likert statements were analysed using descriptive statistics and qualitative data underwent thematic content analysis. VPs are able to provide experiential learning of a range of scenarios which pre-registration pharmacists enjoyed, engaged with and developed a range of knowledge and skills for future practice. The VP significantly improved knowledge of pre-registration trainees in the different sectors, which indicates the potential ability of VPs to bridge the established gap in variation between the training sectors.
