Scholarship of Teaching and Learning

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Staging historical argument: History I at the University of the Western Cape
(Routledge, 1996) Lalu, Premesh
This article focuses on the lecture-room debates which have been the central feature of the first-year history course at the University of the Western Cape (UWC) since 1993. The UWC History Department takes the position that in first-year teaching the main aim should be to show students that the discipline is always contested and to introduce them to historical argument. The article makes a case for these lecture-room debates as a developmental sequence or series for the induction of first-year UWC students into historical argument in discussion, reading and writing.
"I feel that I get by with what I do" - Using narrative as a conceptual tool for understanding social identity
(School of Education, University of KwaZulu-Natal, 2003) McMillan, Wendy
Drawing on a qualitative study of a cohort of final year preprimary teacher college students, this paper motivates for narrative analysis as a suitable tool for accessing ‘insider accounts’ of social reality. Through an analysis of the voices of these young people, I make the argument that narrative analysis allows us to develop an explanation of how people interpret their social locations and personal histories through the discourses and material contexts to which they have access. I commence by presenting the narrative of academic performance of one of the social groupings within the cohort. The material and discursive parameters that framed their narrative account are outlined. Similarities and differences between individual accounts are highlighted, and explanations for these similarities and differences posited. The ways in which multiple social locations nuance identity as nested are explicated. The paper concludes with a discussion of the potential contribution of narrative analysis as a conceptual tool for understanding social identity.
"I could go work in a factory, but this is something I want to achieve": Narratives into social action
(Routledge, 2004) McMillan, Wendy
This paper is conceptually informed by a reading of Peter McLaren's work (1993). Drawing on the relationship that he signals between identity, narrative, and social action, it sets out to examine the ways in which identity shapes narratives of academic performance and consequent action. Speci®cally, I present the narratives of academic performance of a social grouping within a cohort of preprimary teacher education students. These students are all women, historically classi®ed `coloured' and of working class origin. Argument is presented that students interpret and reconstruct their personal histories and particular social locations through the material and discursive contexts to which they have access. The students are presented as active agentsÐ producing themselves within existing, and often potentially contradictory, material and discursive contexts. Evidence is marshalled to frame an argument that students' narratives shape their social action as agents of history, and are implicated in the distribution of privilege within society.
"We are not in the least bit used to these ways of studying": Developing academic competence in all students
(American Association of Dental Schools, 2005) McMillan, Wendy
This article is located in the field of academic development in oral health science education. Specifically, it examines the academic difficulties experienced by oral hygiene students in their transition from high school to university. A qualitative approach was employed to elicit student and lecturer perceptions. Drawing on empirical evidence from a case study of a cohort of first-year oral hygiene students at a dental faculty in South Africa, the article contributes to an understanding of how first-year university students might be better prepared for the challenges of reading and writing in higher education. The voices of lecturers and students are used to highlight the nature of the difficulties that students experience in the transition from high school to university. The suggestions that students made regarding how the transition might be eased are also examined. The final section draws on these suggestions and presents a working model for an academic development module for first-year oral health students.
"Quality is bound up with our values" - Evaluating the quality of mentoring programmes
(Routledge, 2005) McMillan, Wendy; Parker, M.E.
This paper discusses quality evaluation of health sciences mentoring programmes. The discussion highlights the way in which perceptions of what constitutes quality shape evaluative purposes. Potential tensions between the evaluative purposes of various stakeholders are brought to the fore. To this end, the discussion explores the ways in which accountability shapes the evaluative purposes of funders and how the desire for programme knowledge and development frames the evaluative purposes of academics. Various approaches to programme evaluation are examined. The potential of reflective practice as a tool for examining quality for knowledge and development of programmes is considered. The paper concludes by presenting a framework for evaluating various aspects of quality in mentoring programmes.
Gender and race distribution of dental graduates (1985 - 2004) and first year dental students (2000 - 2005) in South Africa
(South African Dental Association, 2005) McMillan, Wendy; Lalloo, R.; Gugushe, T.S.; Ligthelm, A.J.; Evans, W.G.; Moola, Mohamad H.
This paper, written at the close of a decade of democracy in South Africa, sets out to analyse the demographic profile of dental graduates from 1985-2004 at the five Faculties/Schools of Dentistry in South Africa. A comparison of the profiles for the pre-democracy (1985-1994) and post-apartheid (1995-2004) periods has been made. The demographic profile of first year dental students from 2000-2005 is also presented. From 1985-1994, most dental graduates were male (79%), but this changed substantially from 1995-2004, with females comprising 46% of those graduating. In the pre-democracy period, more than three-quarters of all graduates were White (78%), decreasing to 46% in the post-apartheid period under review. Black graduates increased from 6% to 24% across the two study periods. Amongst the first year dental student intake from 2000- 2005, females comprised 57%. There was an almost equal distribution across the White, Black and Asian groups. Dental faculties/schools have made important strides in transforming the demographic profile of their students. The percentage of Black graduates, however, needs to be significantly increased if it is to reflect the national population. Faculties/schools must further ensure that able students from working class background are identified and considered for acceptance into the undergraduate dental programme, and should then be offered the necessary academic and mentoring support to enable success.
The practical in theory and the theoretical in practice: Facilitating integration in teaching and learning
(University of the Western Cape, 2006) Van Rensburg, Viki
INTRODUCTION: The integration of theory and practice in student learning is a challenge faced by teachers in health science education, where the curriculum contains large sections of learning in clinical or fieldwork settings. Theoretical modules traditionally precede fieldwork modules with the assumption that theory prepares students for fieldwork. However, students report lack of confidence and struggle to integrate theory and practice. The findings of an action research study of the facilitation of theory-practice integration in health sciences education is reported in this paper. OBJECTIVES: The objective of the study was to investigate the creation of learning opportunities that would result in improved confidence in clinical decision-making in fieldwork. METHODS: A qualitative approach with an action research strategy was used to execute the research. RESULTS: Using reflective diaries and real life problems can enhance the integration of theory and practice. PARTICIPANTS: Third year occupational therapy students. SETTING: University of the Western Cape, community and school based facilities. INTERVENTION: Implementation of additional learning opportunities to integrate theory and practice. CONCLUSION: Introducing alternative learning strategies to integrate theory and practice can improve the learning outcomes of students who follow professional degrees.
Who teaches the teachers? Identity, discourse and policy in teacher education
(Elsevier, 2006) Robinson, Maureen; McMillan, Wendy
In this article we argue that understanding the identities that teacher educators construct for themselves is central to effecting innovation within a changing policy environment. The article begins with a theoretical perspective on the nexus of change and identity. It then discusses the central features of identity amongst a group of teacher college educators who have been incorporated into a higher education institution in South Africa. The discussion focuses in particular on their new roles as researchers. We argue that the promotion of research needs to be based on what teacher educators already perceive to be their particular strengths and roles. The paper ends with some examples of strategies for research promotion in this particular setting.
Planning lifelong professionalisation learning for actuaries
(Actuarial Society of South Africa, 2006) Lowther, Michael; McMillan, Wendy
This paper presents a model for what is termed Lifelong Professionalisation Learning for actuaries. The model is grounded on the proposition that professions are dynamic, offering the public varying quantities and qualities of professional aspects over time. The overall curriculum for the model is derived by ordering these aspects into cognitive, normative and organisational strands. Different aspects of the curriculum need to be addressed at the different stages of an actuary’s career. Delivery of the curriculum may take many forms, and should be planned by national actuarial associations under the guidance of an education expert.
Teaching ethical issues in health care: Incorporating a philosophy of care into undergraduate health programs at the University of the Western Cape
(University of the Western Cape, 2007) Waggie, Firdouza
CONTEXT: There is a growing emphasis on ethics education in undergraduate and postgraduate curricula of the health professions. Approximately five hundred and eighty two health science students participate annually on an interdisciplinary core course i.e. Introduction to Philosophy of Care (IPOC). OBJECTIVES: To describe in detail the IPOC course and to determine the students' perceptions and experiences of the course. METHODS: A survey was conducted and variables were rated on a 5-point Likert scale. Students also completed an open ended questionnaire to assess their learning and participation in the small group work. RESULTS: Lectures and small group work (28%), assignments (25%) and independent community visit (15%) were rated as the preferred method of teaching. Two thirds (77.5%) were satisfied with the course objectives, 83.4 % reported that they could apply the information and skills learnt to other courses, 81.9% stated that the course made them reconsider many of their former attitudes about care and that they gained a good understanding of the interdisciplinary partnership in care (87.8%). DISCUSSION: Developing a philosophy of care is an important aspect of a progressive health professional education. Staff development in the field of ethics is crucial to develop expertise and sustain programmes. The faculty has overcome the attitudinal, administrative and logistical barriers associated with interdisciplinary teaching and learning. However, to implement interdisciplinary programmes in the final year, where professional identity and turf is most powerful remains a challenge. CONCLUSION: Students clearly support the IPOC course as an important interdisciplinary core course in their undergraduate health professional education.
Ethics @ http://www.kewl.uwc.ac.za : The potential for e-learning to democratise the social work curriculum
(Department of Social Work, University of Johannesburg, 2007) Bozalek, Vivienne
This article describes the design and implementation of a module on Advanced Social Work Ethics using a blended learning approach and relying substantially on e-learning as a pedagogical tool. The design is contextualised by elaborating on the parameters in which the module was developed – viz. the minimum standards of the Bachelor of Social Work pertaining to ethics, as well as the e-learning and assessment policies at UWC. The module design and implementation was informed by constructivist pedagogical principles, and made use of the notion of ‘critical friends’ as a means of providing opportunities for students to interact as peers and provide input on each others’ learning, thus decentralising the traditional role of the university lecturer. Examples of assessment tasks devised for the module to illustrate the pedagogical principles are also provided. Students’ responses to their experiences of undertaking the module are drawn from their final journal entries and provide an indication of how the module was operationalised.
Understanding diversity as a framework for improving student throughput
(Maastricht University, 2007) McMillan, Wendy
INTRODUCTION: Literature suggests that a diverse body of healthcare graduates could extend health service delivery. However, the literature also indicates that the throughput of minority, working class, and historically disadvantaged students is problematic. Poor throughput is attributed to the way that university environments alienate some students. This brief communication highlights lessons learned from exploratory interviews with four first-year oral hygiene students at a university in South Africa. It provides insight into the issues that contribute to academic success and failure. METHODS: Semi-structured, individual interviews, to gain information regarding students’ university academic experiences were conducted. Enablers and barriers to learning identified in the literature were used to capture themes. FINDINGS: The following three themes emerged: educational identity, language and finances. The analysis showed how a white middle class student recognized practices that are rewarded at university and how three, working-class, black students experienced tension between their expectations and experiences and the university culture. However, far from being victims, these students provided suggestions on how their transition might be facilitated. CONCLUSION: Evidence suggests that these students wanted both to be apprenticed into the new way of doing things while having their differences acknowledged. A model for education that initiates learners and also challenges the culture of power is suggested.
"Then you get a teacher" - Guidelines for excellence in teaching
(Routledge, 2007) McMillan, Wendy
Background: Current literature calls for the explicit teaching to health-science educators of the skills, knowledge and dispositions that are required for successful teaching in higher education. Aims: This paper draws on evidence from an Oral Hygiene department at a South African university in order to illustrate these teaching-competency needs. Insights from the evidence are synthesised with current literature regarding best teaching practice, in support of an appropriate framework for the development of teaching competencies to health-science educators. Description: A qualitative approach, using a case study, was adopted. The cohort comprised fifteen students in the first-year Oral Hygiene cohort class and the ten educators who taught their programme. Data was collected through semistructured interviews and open-ended questionnaires. The topics that emerged from the combined analysis of the interviews and the questionnaires were organised into a grid so that common themes could be identified. Current literature regarding teaching and learning was used as a framework for interpreting the empirical evidence, from which three categories emerged. The first category included suggestions from students regarding what to do to teach better. A review of the literature indicates that these competencies can be effectively learnt from self-help guides. The second category included requests for skills development. Literature review suggests that these might effectively be learnt from single-event workshops facilitated by more able peers. Responses in the final category highlighted the need for an underpinning theory of teaching and learning, and signalled the need for a more theoretically grounded and detailed approach to teacher development. Conclusion: The framework developed from the empirical study and current literature makes it possible for individual clinical teachers, and staff developers, to construct teaching-competency development plans that are pertinent to individual teachers’ needs, relevant and practical, educationally sound, and cost-effective in terms of time and effort.
Service learning in a course in children's & youth library & information services: a case study
(Community High Education Service Partnership, 2008) Hart, Genevieve
The case study describes a service learning project in Library and Information Science. In 2002, 14 students enrolled for the service learning elective � the 4th year second semester module, Children�s and Youth Library and Information Services (LS 421). The final year second semester programme comprises four equally weighted modules: an elective, a bibliography project and two fieldwork modules. In 2002 the strategy for LS 421 was to merge it with the two fieldwork modules. Students spent two days a week in the three libraries in Delft, Delft South and Bellville South and attended a weekly seminar. The aim was to embed the learning of the LS 421 course in their experience in the libraries. The children and youth of the Delft and Bellville South face huge challenges arising from the histories and socio-economics of their communities. The lack of literacy and information literacy was identified as an area for the intervention of librarian students. The case study reports the various challenges encountered and concludes that more interrogation of the difference between library based fieldwork and service learning is required.
Featuring dental education research: Applying the principles of action research to improve teaching of dental prosthetics
(South African Dental Association, 2009) Khan, Saadika
This article focuses on educational research conducted at the newly merged UWC faculty of dentistry. The research emphasizes the change in teaching methods employed to address the concerns experienced in teaching large classes as observed in the prosthetic techniques module. These educational interventions were conducted over 5 years and the study design included the principles of action research. Students were assisted in learning the theory of the practical procedures and the subsequent completion of these procedures with the accurate application of the theoretical concepts. Changes in the teaching methods enhanced students learning and successful translation of the theory into practical work. The active learning exercises incorporated into the teaching further motivated and assisted students with deep learning. The debates indicated that students accepted and valued the module as part of their training.
Education for actuarial quality
(Actuarial Society of South Africa (ASSA), 2009) Lowther, Michael; McMillan, Wendy; Venter, Francisca
This paper is located in the field of actuarial professional education. It draws on current literature and empirical evidence to argue the need for developing generic ‘normative’ capabilities and values in the actuarial profession. The paper examines three themes of normative education for actuaries—the intended purpose of an education programme, the range of capabilities and values to be developed and educational ‘best practice’. A literature review of normative education in various professions provided a theoretical framework for data analysis, and for making recommendations. Data were collected from three sources: interviews with stakeholders; documentary evidence regarding current education of actuaries and accountants; and advertisements for employment of nearly or newly qualified actuaries. The paper draws on the literature and the empirical evidence to argue that the purpose of an actuarial education programme is to ensure the delivery of a service of quality. For this delivery to be achieved, attention must be given to technical, normative and organisational learning. The paper then reviews normative capabilities and values for actuaries. Thereafter, educational considerations for the development of normative capabilities and values are discussed. The paper concludes by drawing on the study to outline principles to guide curriculum planning for the normative component of the new South African actuarial qualification.
Finding a method to analyse qualitative data: using a study of conceptual learning
(American Association of Dental Schools, 2009) McMillan, Wendy
There is increasing awareness in the health sciences of the potential of qualitative research to address questions that quantitative research cannot satisfactorily answer. While a growing number of studies in health sciences and health sciences education discuss the value of such research or describe the methodology and data collection processes, few detail how analysis was carried out. Reliability and validity of findings from qualitative research depend on the quality of data management, retrieval, and interpretation or identification of meaning. The robustness of data analysis is therefore an important factor in the rigor of qualitative research. This article uses a study of dental students’ conceptual learning to illustrate strategies that ensure rigor in qualitative analysis. Factors that informed the decisions regarding analysis are discussed in detail. The use of both grounded theory and literature is discussed. The role that deductive and inductive reasoning played in the analysis is outlined. A brief section illustrates the kinds of conclusions that can be made about conceptual learning when qualitative data are rigorously analyzed. Finally, potential shortcomings in the study and alternatives or additional mechanisms for ensuring validity and reliability of analysis are discussed.
Teaching for clinical reasoning – helping students make the conceptual links
(Informa Healthcare, 2010) McMillan, Wendy
INTRODUCTION: The paper provides a theoretical framework for understanding how conceptual learning is achieved, and the way in which conceptual understanding influences clinical reasoning and the ability to transfer theoretical understandings to the clinical contact. From this point of departure, the paper describes teaching strategies that facilitate the kinds of learning that students need in order to develop conceptual understanding and to be able to transfer knowledge from the theoretical to the clinical context. The value of concept mapping as a strategy for assisting the development of conceptual understanding, and for facilitating later transfer, is highlighted. The paper makes a specific contribution to dental education in that it extrapolates understandings about conceptual learning, concept mapping and clinical reasoning from the medical and higher education contexts and facilitates application of these concepts in dental education. However, insights from the paper will have general applicability to other fields of health sciences education since the paper highlights the role that conceptual understanding plays in the transfer of preclinical knowledge to the clinical application context.
‘Your thrust is to understand’ - how academically successful students learn
(Taylor & Francis (Routledge), 2010) McMillan, Wendy
The article sets out to understand how academically successful students learn. Self-regulated learning theory is used as a lens to explicate the learning strategies adopted by a cohort of academically successful dentistry students. Data was collected from self-report interviews, observations of individual student’s learning in a quasi-realistic context, and post-observation interviews. Discussion focuses on the cognitive and metacognitive strategies adopted by these students, and highlights the way in which positive motivation supported their use of these strategies, especially when learning was challenging. The paper concludes by drawing on these findings to argue for appropriate ways to support effective learning for all students.
Moving beyond description: research that helps improve teaching and learning
(Health and Medical Publishing Group, 2010) McMillan, Wendy
This paper is premised on the assumption that education research, in order to be relevant, needs to generate explanations that have educational significance and applicability. It argues that much of the health sciences education research showcased at conferences falls short of generating explanations that have practical applicability because the reported studies do not move beyond description. The paper suggests ways in which health professions educators might move beyond description in order to generate explanations of teaching and learning that can be used to inform ‘best practice’ in education. The paper commences with a discussion of the role of theory in education research. Three forms of theory are identified – personal theoretical assumptions, theory from literature, and generation of theory from research. The paper highlights the limitations of research without theory and the role that theory might play in generating understandings of teaching and learning. Practical ways to ensure theoretical rigor in education research are suggested.

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