Sheila Sammon

St Joseph's Community Health Centre model of community-based interdisciplinary health care team education

Health & Social Care in The Community, Jun 8, 2007

As our reliance on interdisciplinary health care teams for meeting the multidimensional needs of ... more As our reliance on interdisciplinary health care teams for meeting the multidimensional needs of the community becomes greater, new interdisciplinary education programmes and learning experiences are needed to educate students and health care professionals to become better team players. The St Joseph's Community Health Centre (SJCHC) model of community-based interdisciplinary health care team education was developed with support from McMaster University and the Educational Centre for Aging and Health's Clinical Teaching Unit Without Walls. The SJCHC model is structured as one 3-h session each week for eight consecutive weeks and is an elective learning experience for students. Six to eight senior health, social science and other health-related students work with two group facilitators as a team on discussion theme topics: team dynamics; role issues and professional values; collaboration and conflict; communication, leadership and power; client-centred goal-oriented care; and consumerism issues. The success and impact of the SJCHC model has been measured by several primary and secondary outcomes outlined in the Charting the Outcomes of Educational and Clinical Approaches (COECA) model.

10.1177/1046878104268732ARTICLESIMULATION & GAMING / December 2004Inglis et al. / CROSS-CULTURAL SIMULATION Cross-cultural simulation to advance student inquiry

This article reviews how and why the authors have used the cross-cultural simulation BAFA BAFA in... more This article reviews how and why the authors have used the cross-cultural simulation BAFA BAFA in a 1st-year social sciences inquiry course on social identity. The article discusses modifications made to Shirts’s original script for BAFA BAFA, how the authors conduct the postsimulation debriefing, key aspects of the student-written reflection of the simulation, and research results on how students perceive and rate BAFA BAFA relative to their learning. Students enrolled in the course find the simulation to be important to various aspects of their learning, including helping them to understand cultural diversity. This is particularly true for students who score highly on measures of deep learning, that is, the ability to connect course content with meanings in other situations and experiences in reflective ways.

Christopher Justice, Ph.D., is an anthropologist and health social scientist, and is an associate of the Centre for Leadership in Learning

Our 5-year experiment with teaching and evaluating an inquiry course has led us to conclude that ... more Our 5-year experiment with teaching and evaluating an inquiry course has led us to conclude that inquiry is a potent pedagogical tool in higher education, encouraging students to become self-directed and engaged learners. This article offers key ingredients and procedures for designing an inquiry-based course. It provides a pragmatic model of inquiry that describes the structure and function of such a course and the goals and learning objectives for students. This model of inquiry is widely applicable and will help faculty members from a variety of disciplines develop an innovative way of engaging and teaching students.

format_quoteInquiry 1SS3 significantly improved student performance, with statistically notable increases in passing grades, honors, and retention rates at university.format_quote

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Cross-cultural simulation to advance student inquiry

Simulation & Gaming, 2004

This article reviews how and why the authors have used the cross-cultural simulation BAFA BAFA in... more This article reviews how and why the authors have used the cross-cultural simulation BAFA BAFA in a 1styear social sciences inquiry course on social identity. The article discusses modifications made to Shirts’s original script for BAFA BAFA, how the authors conduct the postsimulation debriefing, key aspects of the student-written reflection of the simulation, and research results on how students perceive and rate BAFA BAFA relative to their learning. Students enrolled in the course find the simulation to be important to various aspects of their learning, including helping them to understand cultural diversity. This is particularly true for students who score highly on measures of deep learning, that is, the ability to connect course content with meanings in other situations and experiences in reflective ways.

Inquiry in Higher Education: Reflections and Directions on Course Design and Teaching Methods

by Sue inglis and Sheila Sammon

Innovative Higher Education, 2006

Our 5-year experiment with teaching and evaluating an inquiry course has led us to conclude that ... more Our 5-year experiment with teaching and evaluating an inquiry course has led us to conclude that inquiry is a potent pedagogical tool in higher education, encouraging students to become self-directed and engaged learners. This article offers key ingredients and procedures for designing an inquiry-based course. It provides a pragmatic model of inquiry that describes the structure and function of such a course and the goals and learning objectives for students. This model of inquiry is widely applicable and will help faculty members from a variety of disciplines develop an innovative way of engaging and teaching students.

format_quoteStudents in Inquiry 1SS3 showed statistically significant improvements in passing grades, honors, and retention compared to peers.format_quote

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Preparedness for Practice: Bridging Field and Classroom in Social Work Education

St Joseph's Community Health Centre model of community-based interdisciplinary health care team education

Health Soc Care Community, 2007

... 1979, Morrissey et al. 1989, Tiffany 1991, Clark 1993). MorrisseY et @I. (1989) argue that mo... more

Inquiry in Higher Education: Reflections and Directions on Course Design and Teaching Methods

Innovative Higher Education, 2007

Our 5-year experiment with teaching and evaluating an inquiry course has led us to conclude that ... more Our 5-year experiment with teaching and evaluating an inquiry course has led us to conclude that inquiry is a potent pedagogical tool in higher education, encouraging students to become self-directed and engaged learners. This article offers key ingredients and procedures for designing an inquiry-based course. It provides a pragmatic model of inquiry that describes the structure and function of such a course and the goals and learning objectives for students. This model of inquiry is widely applicable and will help faculty members from a variety of disciplines develop an innovative way of engaging and teaching students.

format_quoteThe Inquiry 1SS3 course showed quantitative improvements in students' grades and retention rates, highlighting the effectiveness of inquiry-based learning in higher education.format_quote

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Preparing Clinical Educators

Gerontology Geriatrics Education, 1998

... Myrick and Barrett (1994) suggest that for baccalau-reate nursing students, clinical educator... more

$Research paper thumbnail of PRACTICE AMID SOCIAL SERVICE CUTS AND RESTRUCTURING: Working with the Contradictions of \Small Victories\$

PRACTICE AMID SOCIAL SERVICE CUTS AND RESTRUCTURING: Working with the Contradictions of \Small Victories\

St Joseph's Community Health Centre model of community-based interdisciplinary health care team education

Health & Social Care in The Community, 2007

As our reliance on interdisciplinary health care teams for meeting the multidimensional needs of ... more As our reliance on interdisciplinary health care teams for meeting the multidimensional needs of the community becomes greater, new interdisciplinary education programmes and learning experiences are needed to educate students and health care professionals to become better team players. The St Joseph's Community Health Centre (SJCHC) model of community-based interdisciplinary health care team education was developed with support from McMaster University and the Educational Centre for Aging and Health's Clinical Teaching Unit Without Walls. The SJCHC model is structured as one 3-h session each week for eight consecutive weeks and is an elective learning experience for students. Six to eight senior health, social science and other health-related students work with two group facilitators as a team on discussion theme topics: team dynamics; role issues and professional values; collaboration and conflict; communication, leadership and power; client-centred goal-oriented care; and consumerism issues. The success and impact of the SJCHC model has been measured by several primary and secondary outcomes outlined in the Charting the Outcomes of Educational and Clinical Approaches (COECA) model.

format_quoteThe SJCHC model improved interdisciplinary skills in 16 students, providing practical experiences that addressed real concerns and promoted collaborative problem-solving.format_quote

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Inquiry in Higher Education: Reflections and Directions on Course Design and Teaching Methods

Innovative Higher Education, 2007

Our 5-year experiment with teaching and evaluating an inquiry course has led us to conclude that ... more Our 5-year experiment with teaching and evaluating an inquiry course has led us to conclude that inquiry is a potent pedagogical tool in higher education, encouraging students to become self-directed and engaged learners. This article offers key ingredients and procedures for designing an inquiry-based course. It provides a pragmatic model of inquiry that describes the structure and function of such a course and the goals and learning objectives for students. This model of inquiry is widely applicable and will help faculty members from a variety of disciplines develop an innovative way of engaging and teaching students.

format_quoteTaking Inquiry 1SS3 led to statistically significant increases in students' performance metrics like passing grades and Dean's Honors List placements.format_quote

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A GRAMMAR FOR INQUIRY: LINKING GOALS AND METHODS IN A COLLABORATIVELY TAUGHT SOCIAL SCIENCES INQUIRY COURSE

This paper documents the experience of seven faculty members from six different social science di... more

Preparing Clinical Educators

Gerontology & Geriatrics Education, 1998

... Myrick and Barrett (1994) suggest that for baccalau-reate nursing students, clinical educator... more

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