Inquiry-Based Learning (IBL) as a Driver of Curriculum: A Staged Approach

Inquiry-based learning provides students with an opportunity to take ownership of their learning while developing important higher order skills necessary for designing innovative solutions to complex modern health problems. In our undergraduate health sciences program, critical thinking, creativity, research skills and innovative thinking are core program learning outcomes, and thus inquiry-based learning is an important pillar of our curriculum. We have taken a staged approach, integrating inquiry-based learning (IBL) into each year of a four-year undergraduate degree program that scaffolds structure and independence to suit undergraduate student needs from the first to third years and culminating in an independent, student-driven honours thesis in the fourth year. In this paper, we share practical IBL strategies that pair with student needs throughout the four-year continuum and highlight strategies to address challenges at each stage of learning

Experiential Learning through Community-based Experiences: A Graduate Student Perspective

Experiential learning (EL) has become essential for graduate students to meet the demanding nature of professional environments, equipping them with skills in leadership, problem solving, and civic consciousness. Community based learning (CBL), as an identified EL strategy, involves a collaborative learning model emphasizing group membership and community engagement. CBL not only enhances graduate skills, but also places graduate student research within a larger social context, and encourages deeper understanding of their discipline. This paper discusses a 90-minute workshop that focused on a graduate student experience with CBL and proposes a framework for integrating CBL into graduate studies. The framework proposes the use of positionality and mindful inquiry methods to identify learner-specific EL activities. Workshop participants reflected on their positionalities, and discussed how positionality can be used to guide mindful inquiry in seeking CBL activities. Further, we report on participant identified contextual and administrative barriers to integration of CBL into graduate curricula. As EL becomes an important mandate for postsecondary institutions to incorporate into student learning, this paper provides a valuable graduate student perspective that can add insight into the practicality of applying CBL in graduate education

Disrupting the Hierarchy: Mentoring Graduate Students as Co-educators

In this paper, we describe our approach to mentoring Graduate Teaching Assistants (GTAs) as teaching and learning protégés within the context of a challenging undergraduate honours thesis course. An approach to mentoring GTAs in this multifaceted course is outlined, while providing practical strategies that expose GTAs to various aspects of the teaching process so that they become co-educators.  Reflections from two GTAs that highlight the benefits and challenges of the co-educator model are also presented. Evidence from course evaluations provide support for the critical role that GTAs engaged as protégés play to enhance student success in this academically rigorous capstone course. We argue that mentoring GTAs for teaching development by treating them as co-educators can be rewarding, improve course outcomes, and enhance the student experience

INTEREST, AWARENESS, AND PERCEPTIONS OF GENETIC TESTING AMONG HISPANIC FAMILY MEMBERS OF BREAST CANCER SURVIVORS

Objective: To provide a preliminary description of the interest, awareness, and perceptions of genetic testing among Hispanics with a family history of breast cancer Design: This cross-sectional pilot study used interpersonal structured interviews for data collection. Participants: We interviewed 48 Hispanics without breast cancer but who had a family member with breast cancer; participants lived in San Antonio and the surrounding area. Main Outcome: The outcomes were interest in breast cancer genetic testing, awareness about genetic testing, perceived risk of carrying a breast cancer susceptibility gene, and the perceived benefits and risks associated with a genetic test. Measures: Items previously used in research regarding interest and perceived genetic risk and a previously validated benefits and riskslimitations scale for genetic testing commonly used by other researchers were used to measure the outcomes. Results: Awareness of genetic testing for breast cancer susceptibility was very low, yet most(82%) participants were interested in a genetic test for breast cancersusceptibility. Participantswere more likely to identify with the benefits than the potential risks of genetic testing. The most highly endorsed benefits were to know to take better care of one’s self and to undergo more frequent screening. Conclusions: Hispanics seem to have positive perceptions about genetic testing for breast cancer susceptibility. However, the high level of interest in genetic testing may be driven by a lack of knowledge about genetic testing. Culturally sensitive and appropriate educational programs about breast cancer genetic testing and the surrounding issues are needed for the Hispanic population