Centre for Teaching and Learning

Centre for Teaching and Learning
Centre for Teaching and Learning

Educational Research Grant Winners

2017 Recipients

Feasibility and Learning Outcomes Associated with Preparing Nursing Students for Simulation using Virtual Gaming Simulations

Marian Luctkar-Flude, School of Nursing; Deborah Tregunno, Trent-Fleming School of Nursing ; and Rylan Egan, Office of Health Sciences Education

Simulation-based education in nursing contributes to better knowledge, skills, confidence and critical thinking, and supports learning of patient safety competencies. Pre-simulation preparation is a critical component of simulation learning that has not been well-studied. This novel quasi-randomized controlled observational study will evaluate traditional pre-simulation preparation in comparison to blended delivery that includes virtual simulation games on nursing students’ ability to achieve learning outcomes. It is expected that virtual simulation games will prove to be feasible, and more engaging than traditional pre-simulation preparation activities, resulting in better learner preparation, decreased anxiety, increased knowledge and improved performance during live simulations.

Identifying Threshold Concepts in the Academic Study of Religion

Sharday Mosurinjohn and Richard Ascough, School of Religion

Threshold concepts are critical to the formation of scholarly identity within any given discipline. Although much work has been done in this area in many disciplines, this is not the case for religious studies, where as recently as 2014 Patricia Killen noted a desideratum for such research to be undertaken. In order to begin addressing the core question of what are the threshold concepts in religious studies, we are proposing a small-scale study of Queen’s students in Religious Studies classes with a foray into the wider guild to lay the groundwork for a much larger study across North America.

Assessing the Effects of the New Requirements in Music History and Culture on Student Perceptions of Music and Music History in Global Perspective

Margaret E. Walker, Dan School of Drama and Music

The new music history and culture required curriculum at the Dan School of Drama and Music places music history in a much larger historical, geographical, and artistic context than is common in standard Bachelor of Music curricula. This study seeks to evaluate the effects of the new core courses on student perceptions of music and music history in global context, including their awareness of issues such as ethnocentrism and cultural relativism. In addition to scholarly dissemination, the data gathered through this study will be used to revise and adjust the new courses as the curriculum goes into its second year.


2016 Recipients

Faculty Winner: Designing Effective Multiple-Choice Questions for Assessing Higher-Order Cognitive Skills in Anatomy

Dr. Les Mackenzie, Department of Biomedical and Molecular Sciences

Multiple-choice questions (MCQs) are frequently used as a method of both formative and summative assessment in anatomical sciences. Although there are some general suggestions around the format, structure, validity, and reliability of MCQs, there is a lack of evidence-based guidelines on writing effective questions for assessing higher-order cognitive skills in the context of anatomy. Appropriately constructed MCQs when aligned with learning outcomes and triangulated with other methods of assessments can be an efficient and powerful strategy for assessing student learning. This research will use think-aloud protocol to develop design recommendations, and discuss implications for the use of MCQs in assessing higher-order cognitive skills in anatomical sciences.

Student Winner: Exploring the Experiential Dimension of Sustainability Courses

Cassandra Kuyvenhoven and Peter Graham, School of Environmental Studies

The goal of sustainability challenges many implicit assumptions and conventional wisdoms about what education is and does. Sustainability courses may actually be counterproductive when they fail to examine and account for underlying epistemological and ontological (cultural) assumptions, as evidenced in both explicit learning outcome goals and implicit hidden curricula. Phenomenographic research on courses designed to provide students with competencies in sustainability can tell us how students experience these subtle and sometimes subconscious contradictory messages. This research makes an important contribution to both the literature on Education for Sustainable Development, but perhaps even more importantly the philosophy of education literature.

2015 Recipients

Evaluating Deteriorating Patient Clinical Simulations for Undergraduate Nursing Students: Reliability and validity of scenario-specific learning outcome assessment rubrics versus generic assessment rubrics

Marian Luctkar-Flude, School of Nursing

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Well-designed clinical simulations may enhance nursing student critical thinking and better prepare them to recognize and manage deteriorating patient situations. However, there is a need for reliable and valid assessment methods to determine whether simulation learning outcomes have been met. This mixed-methods study will (i) compare reliability and validity data for two scenario-specific outcome-based assessment rubrics versus two generic assessment rubrics; and (ii) describe instructor and learner satisfaction. Integration of learning outcomes and assessment rubrics into simulation design will enhance our ability to evaluate the contribution of clinical simulation to better prepare our nursing graduates for the transition to practice.

Medical Information Literacy: A Longitudinal Program Evaluations

Suzanne Maranda, Bracken Health Sciences Library

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Do Queen’s University medical students graduate with more information literacy than their counterparts at other universities? Do they continue using the knowledge and skills learned in the first two years of medical school during their hospital rotations? By the end of their program, have they adopted life-long learning skills and attitudes that will serve them well for their professional careers? Are they reaching the required competencies of the Medical Council of Canada Scholars’ Role? The answers to these questions would help librarians enhance their medical information literacy program. The results of this research would also be applicable to other information literacy programs at Queen’s or at other universities.

Exploring Transformative Learning in the Context of Community Service-Learning: Characterizing Time-Framed Interpersonal Growth Profiles as they Relate to “Disorienting Dilemmas” of Service Learning

Janette Leroux, Kinesiology and Health Studies

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Community service-learning (CSL) is a pedagogical approach that brings learning outside of the classroom. While CSL is believed to hold unique and potentially transformative learning (TL) possibilities, it is unclear theoretically and pedagogically what constitutes and fosters TL in CSL practice. The current research will explore the nature of the TL experience in response to “disorienting dilemmas” as documented through content analysis of bi-weekly service-learning reflection logs, within the context of a full-year, upper-year health studies course that features a CSL component. Characterizing the different time-framed perspective transformation of students will allow more for purposeful design of transformative service-learning pedagogy.

Science in the Art Conservation Curriculum: Determining the Threshold Concepts, Teaching Strategies for Professors, and Learning Approaches for Students

Alison Murray, Art Conservation

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In the science curriculum for training art conservation students, learning outcomes at specific levels of knowledge are already established, but new forms of engagement are needed to increase student achievement. Determining the threshold concepts for the science component of the curriculum is important, as is ascertaining evidence-based teaching and learning strategies. Science professors in similar programs across North America and Queen’s University art conservation master’s students will take part in this study through questionnaires and focus groups. The goal is to improve teaching and learning by identifying challenging learning content and exploring how this content is best learned.