An evaluation of an enquiry based learning strategy for the science of imaging technology

NAYLOR, Sarah (2011). An evaluation of an enquiry based learning strategy for the science of imaging technology. Radiography, 17 (4), 319-322.

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Official URL: http://www.radiographyonline.com/article/S1078-817...
Link to published version:: https://doi.org/10.1016/j.radi.2011.06.001
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    Abstract

    Diagnostic radiography is a science based health course. Due to the variation in science background of the students at entry level the imaging science modules can be problematic. Enquiry based learning (EBL) was introduced as teaching strategy in an imaging science module in order to promote learner autonomy and enhance the student experience. The module was evaluated using a questionnaire containing both open and closed questions. The impact of working as a team was a strong theme emerging from the evaluation of the project, with the majority of students viewing teamwork as beneficial to their learning. It was identified that they gained support from the team, and this assisted their learning. The enhancement of transferable skills and the promotion of learner autonomy were achieved. Areas for further investigation are the utilisation of peer assessment and a science event for the summative assessment.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Centre for Health and Social Care Research
    Identification Number: https://doi.org/10.1016/j.radi.2011.06.001
    Page Range: 319-322
    Depositing User: Sarah Naylor
    Date Deposited: 04 Mar 2016 11:53
    Last Modified: 04 Mar 2016 11:53
    URI: http://shura.shu.ac.uk/id/eprint/11654

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