Cardiff v Malaysia: a comparison of students’ academic experience in a first year MPharm module Dr Steve Hiscox PHRMY PCUTL Module 2 September 2011

Welsh School of Pharmacy Taylors University College

Welsh School of Pharmacy Taylors University College 4-year MPharm degree

Welsh School of Pharmacy Taylors University College Requires MPharm course 4-year MPharm degree Collaborative MPharm provision at TUC

PCUTL Module2 project Comparison of student academic experience within a first year MPharm module Welsh School of Pharmacy Taylors University College

Relevance of student ‘experience’ Teaching, curriculum and assessment are central to student experience (and effective learning outcomes) Student learning experience linked to academic progress (Harvey and Drew (2006); Yorke and Longdon (2008)) –Good academic experience in first year related to: better academic performance higher completion rates external perception of University (e.g. through NSS) Student engagement with MPharm course central to successful collaborative venture Harvey L and Drew S (2006).The first year experience: briefing on induction. HE Academy. York. UK Yorke M and Longdon B (2008). The first year experience of higher education in the UK. HE Academy. York. UK

Anticipated outcomes Identify issues which positively / negatively affect student experience –Module specific and generic –Cultural Reflection on my own teaching practice –Identifying strengths and weaknesses –“how can I improve the student learning experience”? Welsh School of Pharmacy Taylors University College

Study methodology Students –module questionnaire –group discussions –informal interviews tutees and general student body

Module questionnaire Likert-type scale Addressed a number of key areas of student’s academic experience: –teaching –assessment and feedback –‘learning environment’ Captured ‘overall’ experience of students of this module Demographic information included: –international status (Cardiff) –first language –prior work experience –prior biology study Opportunity for students to provide written comments

Breakdown of student cohorts Taylors College, MalaysiaCardiff number% % Number of students in year No. of questionnaires completed Median age19(range 18-21)19(range 18-28) Male Female English not as first language No prior study of biology *28108 No prior Pharmacy-related experience* No. of international students1210 No. of Malaysian students76 * Factors previously identified to affect first year student learning experience

Issues relating to students in Malaysia: ‘first language’ Experience of lectures ‘I generally understood information in the lectures’ ‘Lecturers explanations were clear’ Perception of module difficulty ‘I found this module was harder than most others’ I found this module challenging

Issues relating to students in Cardiff: ‘International student status’ Experience of small group teaching Perception of module difficulty ‘I found this module was harder than most others’ I found this module challenging ‘I enjoyed the workshops’/ ‘..were interesting’/’..clear explanations’ ‘The workshops helped me understand the module’

‘overall, I was satisfied with this module’ ‘Overall, I enjoyed this module’‘I found this module interesting’ Student responses: overall ‘experience’ of module

Data suggests that a minority of students report poorer module experience –~30% respond ‘neutral’ or lower on questionnaire Analysis of these students revealed poor experience of: CategoryCardiffMalaysia TeachingSupporting materials for lectures and practicals (h/o’s etc) Assessmentpreparation time for assessments Expectations of assessments CommunicationAvailability of module staff

Informal interviews and student discussions Positive aspects –workshop and small-group teaching –enthusiasm and expertise of visiting staff –ability to contact module staff (at Cardiff) by Negative aspects –podcasts –pace of lectures –assessment information –amount of information accompanying lectures

Summary Overall, students were generally positive about their academic experience in the new MPharm module Subgroups of students found this module challenging –International students (Cardiff) –those whose first language is not English (Malaysia) Small group teaching/workshops rated higher by these student groups vs. lectures Other key factors which may negatively affect student experience include –Methods of delivery (podcasts) to Malaysian students –Information regarding, and timetabling of, assessments

Learning lessons from teaching in culturally diverse contexts Reflections on teaching experience at Taylors –Awareness that ones’ assumptions can influence teaching practices teaching at Cardiff ≠ teaching at Malaysia Influence of student background, culture, education –appreciation of diverse student learning styles in an international environment Benefits of workshops vs. lectures; A/V aids

Learning lessons from teaching in culturally diverse contexts What does this mean for me: –Assessment of student learning styles –modify lecture format to be more inclusive –develop workshop/tutorials –‘internationalisation’ of elements of module

Learning lessons from teaching in culturally diverse contexts What does it mean for PHRMY/Cardiff –Communication of individual experiences Reflective log? Provision of relevant information prior to visit –Strengthen contacts during first two years deputy personal tutors for Taylors students close links with teaching staff at Taylors –re-think introductory lecture strategy avoid podcasts?

Acknowledgments Dr Mark Gumbleton, PHRMY Clare Kell, PCUTL Programme Leader, HUMRS Dr Syed Abbas Atif, TUC Dr Kan Mun Seng, TUC