Opening up the black box of a Gateway to Medicine programme: a realist evaluation

OBJECTIVES: A Gateway to Medicine programme, developed in partnership between a further and higher education setting and implemented to increase the socioeconomic diversity of medicine, was examined to identify precisely what works within the programme and why. DESIGN: This study employed realist evaluation principles and was undertaken in three phases: document analysis and qualitative focus groups with widening access (WA) programme architects; focus groups and interviews with staff and students; generation of an idea of what works. SETTING: Participants were recruited from a further/higher education setting and were either enrolled or involved in the delivery of a Gateway to Medicine programme. PARTICIPANTS: Twelve staff were interviewed either individually (n=3) or in one of three group interviews. Nine focus groups (ranging from 5 to 18 participants in each focus group) were carried out with Gateway students from three consecutive cohorts at 2-3 points in their Gateway programme year. RESULTS: Data were generated to determine what 'works' in the Gateway programme. Turning a realist lens on the data identified six inter-relating mechanisms which helped students see medicine as attainable and achievable and prepared them for the transition to medical school. These were academic confidence (M1); developing professional identity (M2); financial support/security (M3); supportive relationships with staff (M4) and peers (M5); and establishing a sense of belonging as a university student (M6). CONCLUSIONS: By unpacking the 'black box' of a Gateway programme through realist evaluation, we have shown that such programmes are not solely about providing knowledge and skills but are rather much more complex in respect to how they work. Further work is needed to further test the mechanisms identified in our study in other contexts for theory development and to identify predictors of effectiveness in terms of students' preparedness to transition

Implications of Pioneer-2 magnetic field models for Jupiter's decametric radio mission

The geometry and electron gyrofrequency were calculated for both the North and South feet of the Io-threaded flux tube at several altitudes as a function of sub-Io longitude for various multipole field models. The models predict a maximum surface gyrofrequency equal to the observed high frequency limit of the decameter-wave radio emission (DAM) and tend to favor a mechanism involving transverse propagation from a source in the Northern hemisphere. Calculations indicate that the beaming pattern of the emission may be determined by reflection from the ionosphere rather than by inherent beaming from the source region

Developing live projects as part of an assessment regime within a dispersed campus model

Our newly designed MSc unit, Sustainable Business Management (SBM), is designed to engage students in the real‐life practical application of sustainability at work. The authentic assessment uses a live project approach to develop and evaluate both the practical and academic skills needed to deliver sustainability. The purpose of this paper is to discuss how the unit assessment needed to change beyond the original, intended design (March to December, 2016) and its first delivery (February to March, 2017) in order to accommodate the inclusion of a new transnational education partner delivering the unit synchronously. The use of video technology, weaved into a revised assessment design and adapted in an imaginative way, allowed for a localised delivery that retained the authenticity and creativity of the original assessment while ensuring the maintenance of academic standards

The economics of soil c sequestration and agricultural emissions abatement

Peer reviewedPublisher PD

The Leisure Of Learning: Students’ Perceptions Of Learntertainment’ As An Instructional Method

With present-day classrooms becoming increasingly diverse, educational institutions, teachers and university administrators are looking to teaching and learning strategies that provide for a variety of learning profiles and styles. Many educators start their class with a ‘big bang’- an interesting ice breaker- to raise excitement in their students, but due to the use of the lecture method, the interest in class soon regresses, and the attention of the learner begins to wane. This has the negative impact of affecting what is learned and the extent of knowledge gained as a result of the teaching-learning process. Consequently, learntertainment, a new teaching approach is being presented as an alternative to the lecture method. The purpose of this paper is identifying what the benefits of Learntertainment teaching strategies are and to explore students’ perception of Learntertainment. A qualitative approach is considered to be appropriate for this paper and will be based on Strauss and Corbin (1998) grounded theory modified slightly to incorporate constructivist grounded theory espoused by Charmaz (2000)