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dc.contributor.authorCoelho, CS
dc.contributor.authorMoles, DR
dc.date.accessioned2015-10-30T16:15:46Z
dc.date.accessioned2015-11-03T11:53:30Z
dc.date.accessioned2016-08-08T14:59:22Z
dc.date.available2015-10-30T16:15:46Z
dc.date.available2015-11-03T11:53:30Z
dc.date.issued2016-07-11
dc.identifier.issn1396-5883
dc.identifier.issn1600-0579
dc.identifier.urihttp://hdl.handle.net/10026.1/5224
dc.description.abstract

<jats:title>Abstract</jats:title><jats:sec><jats:title>Aim</jats:title><jats:p>The aim of this study was evaluation of constructive alignment of student perceptions to a spiral curriculum, as a pre‐requisite to successful learning.</jats:p></jats:sec><jats:sec><jats:title>Method</jats:title><jats:p>A survey was undertaken to evaluate student thoughts and experiences of a spiral curriculum, by participation in an anonymous voluntary questionnaire. Students were asked to rate their thoughts on their understanding, perceived benefit of and confusion with their spiral curriculum at the current time and retrospectively during previous years, and to answer free‐text questions on the impact, effects on learning and future suggestions for their spiral curriculum.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>Sixty (86%) students completed the questionnaire. Understanding the spiral curriculum worked enhanced with time, with the benefit of the spiral curriculum being felt more conclusively in the latter years, and the majority of students not being confused by the spiral curriculum. Those students who were most confused by the spiral curriculum were the ones who were least likely to appreciate its benefits. The opportunity for consolidation of previously visited knowledge was a perceived predominant advantage, with re‐visitation of topics helping to deepen understanding and learning. Clarity on the depth of knowledge at each stage prevents information overload. A spiral curriculum must spiral and not be a repetition of previously delivered topics.</jats:p></jats:sec><jats:sec><jats:title>Conclusions</jats:title><jats:p>This study provided insights into students' perceptions of an integrated spiral curriculum, and whilst predominantly positive, there are challenges to enhance the student experience. The spiral curriculum provides an opportunity to revisit and consolidate learning to the apparent benefit of the student.</jats:p></jats:sec>

dc.format.extent161-166
dc.format.mediumPrint-Electronic
dc.languageen
dc.language.isoen
dc.publisherWiley
dc.relation.replaceshttp://hdl.handle.net/10026.1/3754
dc.relation.replaces10026.1/3754
dc.relation.replaceshttp://hdl.handle.net/10026.1/3761
dc.relation.replaces10026.1/3761
dc.subjectspiral curriculum
dc.subjectstudents perceptions
dc.subjectlearning
dc.titleStudent perceptions of a spiral curriculum
dc.typejournal-article
dc.typeArticle
plymouth.author-urlhttps://www.ncbi.nlm.nih.gov/pubmed/26096630
plymouth.issue3
plymouth.volume20
plymouth.publisher-urlhttp://dx.doi.org/10.1111/eje.12156
plymouth.publication-statusAccepted
plymouth.journalEuropean Journal of Dental Education
dc.identifier.doi10.1111/eje.12156
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Health
plymouth.organisational-group/Plymouth/Faculty of Health/Peninsula Dental School
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA03 Allied Health Professions, Dentistry, Nursing and Pharmacy
plymouth.organisational-group/Plymouth/Research Groups
plymouth.organisational-group/Plymouth/Research Groups/Institute of Health and Community
plymouth.organisational-group/Plymouth/Research Groups/Institute of Translational and Stratified Medicine (ITSMED)
plymouth.organisational-group/Plymouth/Research Groups/Institute of Translational and Stratified Medicine (ITSMED)/CCT&PS
plymouth.organisational-group/Plymouth/Research Groups/Plymouth Institute of Health and Care Research (PIHR)
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dc.publisher.placeEngland
dcterms.dateAccepted2015-05-08
dc.rights.embargodate2017-7-11
dc.identifier.eissn1600-0579
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.1111/eje.12156
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2016-07-11
rioxxterms.typeJournal Article/Review


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