Browsing by Author "Clancy, Tracey"

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    Fostering Student Success in Online Courses
    (Taylor Institute for Teaching and Learning, 2023) Aparicio-Ting, Fabiola; Arcellana-Panlilio, Mayi; Bensler, Heather; Brown, Barbara; Clancy, Tracey; Dyjur, Patti; Radford, Scott; Redwood, Chene; Roberts, Verena; Sabbaghan, Soroush; Schroeder, Meadow; Summers, Mindi; Tézli, Annette; Wilks, Leighton; Wright, Alysia
    The pandemic had a disruptive impact on teaching and learning in higher education. For many, the transition to online learning presented enormous challenges, individually and collectively. Many of us sought immediate strategies to support student learning and success in an online context. We experienced many successes and failures along the way. This Guide provides an inspiring collection of scholarly reflections and approaches to supporting meaningful course learning opportunities for students and postsecondary educators, in online environments. The guide contains nine chapters contributed by members of the Teaching Academy from across disciplines involved in undergraduate and/or graduate instruction, writing solo or with collaborators, to highlight an aspect of their teaching that leverages the online environment to enhance student learning. Each of these chapters offers sage, pragmatic descriptions of course contexts, design considerations, and implementation, for online assessments (Chapter 1, 4), for innovative learning activities (Chapter 2, 6), for flexible course design (Chapter 5, 7), for engaging large classes (Chapter 8), for facilitating group work (Chapter 9), and for intentionally addressing the need for students to flourish (Chapter 3). Importantly, for the reader, each chapter shares the wisdom of practice of the author/s, discussing implications of use and giving concrete recommendations for those who are thinking of applying similar strategies.
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    Learning to Dance Well Together: Shared/Team Teaching in Higher Education
    (2013-05-15) Lock, Jennifer; Lenters, Kim; Burwell, Catherine; Clancy, Tracey; Lisella, Rita
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    A midwifery preceptorship needs assessment to inform curricular goals and recommendations for preceptor training in undergraduate education in Canada
    (2021-06-29) Upadhyaya, Deepali Yashawantray; Oddone, Paolucci; Beran, Tanya; Clancy, Tracey; Haines-Saah, Rebecca
    Background: Canadian baccalaureate midwifery educational curricula comprise a significant proportion of experiential learning opportunities facilitated by clinical preceptors. There is limited national published research on midwifery preceptors’ perspectives. Objectives: 1) To explore the current evidence in the published literature on the facilitators and barriers for clinical preceptorship in midwifery education; 2) To acquire quantitative and qualitative evidence that elicits data of the facilitators and barriers for midwifery preceptors in Canadian undergraduate education; and 3) To identify key recommendations for educational strategies for a midwifery preceptor training curriculum that can be operationalized within Canada. Methods: This doctoral project adhered to the first three steps of the six-step approach to Kerns’ curricular development framework for medical education. The first step, a general needs assessment, was completed in the form of a scoping review of international publications on facilitators and barriers for midwifery preceptors. The second step, a targeted needs assessment, was conducted in two phases. The preliminary phase was a national survey of midwifery preceptors (n=160) on benefits/rewards, support, commitment, and satisfaction in the role. The second phase explored midwifery preceptors’ perspectives with three national focus group interviews (n=16) under a constructivist paradigm utilizing a reflexive thematic analysis approach. In step three of the curricular development framework, research evidence gained from the general and targeted needs assessments was synthesized to produce goals, recommendations, and objectives for a proposed curriculum for midwifery preceptor training. Key Results: Through the completion of preceptors’ needs assessments, this research produced recommendations relevant to Canadian midwifery education. Suggestions on facilitation, essential elements, and considerations for a proposed preceptor training curriculum were offered. Furthermore, the Canadian midwifery care model tenets of autonomy, collaboration, and partnership were used as a basis to provide broader preceptor-related recommendations to stakeholders. Significance: In Canadian baccalaureate education, midwifery preceptors are the primary facilitators for most of the curriculum. In Canada, the onus for training preceptors rests within midwifery educational programs; however, all members of the quadripartite relationship in midwifery experiential curricula (e.g., educational programs, preceptors, learners, and the health care environment) are invested and benefit from measures that empower preceptors.
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    Psychosocial and career outcomes of peer mentorship in medical resident education: a systematic review protocol
    (2017-08-31) Pethrick, Helen; Nowell, Lorelli; Oddone Paolucci, Elizabeth; Lorenzetti, Liza; Jacobsen, Michele; Clancy, Tracey; Lorenzetti, Diane L
    Abstract Background Many medical residents lack ready access to social and emotional supports that enable them to successfully cope with the challenges associated with medical residency. This absence of support has been shown to lead to high levels of burnout, decreased mental wellbeing, and difficulty mastering professional competencies in this population. While there is emerging evidence that peer mentoring can be an important source of psychosocial and career-related support for many individuals, the extent of the evidence regarding the benefits of peer mentorship in medical residency education has not yet been established. We describe a protocol for a systematic review to assess the effects of peer mentoring on medical residents’ mental wellbeing, social connectedness, and professional competencies. Methods Studies included in this review will be those that report on peer-mentoring relationships among medical residents. Quantitative, qualitative, and mixed-methods studies will be eligible for inclusion. No date or language limits will be applied. We will search EMBASE, MEDLINE, PsychINFO, Web of Science, Scopus, ERIC, Education Research Complete, and Academic Research Complete databases to identify relevant studies. Two authors will independently assess all abstracts and full-text studies for inclusion and study quality and extract study data in duplicate. Discussion This is the first systematic review to explicitly explore the role of peer mentoring in the context of medical residency education. We anticipate that the findings from this review will raise awareness of the benefits and challenges associated with peer-mentoring relationships, further the development and implementation of formal peer-mentoring programs for medical residents, and, through identifying gaps in the existing literature, inform future research efforts. Systematic review registration This protocol has not been registered in PROSPERO or any other publicly accessible registry.
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    The Role of Peer Mentors in Promoting Knowledge and Skills Development in Graduate Education
    (2020-11-08) Lorenzetti, Diane L.; Nowell, Lorelli; Jacobsen, Michele; Lorenzetti, Liza; Clancy, Tracey; Freeman, Georgina; Oddone Paolucci, Elizabeth
    The objective of this study was to explore the role of peer mentorship in facilitating graduate student resiliency, knowledge acquisition, and development of academic competencies. We conducted a qualitative case study, using in-person interview data from sixty-two students recruited from four professional faculties (Education, Medicine, Nursing, and Social Work) at a large Canadian University. We identified four broad themes derived from a thematic and constant comparative analysis of interview data: (1) knowledge sharing, (2) skills development, (3) academic milestones, and (4) program supports. Graduate students reported that peer mentorship promoted the development of learning environments that emphasized community, collaboration, and shared purpose. Students believed that peer mentors facilitated their access to essential procedural and disciplinary knowledge and helped them to develop academic and research skills and achieve key academic milestones. While the majority of the students interviewed had not participated in any formal peer-mentoring program, they recommended that any future program incorporate mentorship training and include access to collaborative spaces and targeted opportunities for students to develop these relationships.
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    Using Virtual Reality to Develop Clinical Educators' Skills of Facilitating Challenging Conversations with Students
    (2022-11-21) Ibbotson, Hannah; Laing, Catherine; Cartwright, Stephen; Clancy, Tracey
    Facilitating challenging conversations with struggling nursing students can be a stressful experience for clinical educators (CEs). By addressing identified issues in a timely manner, CEs ensure competent patient care while providing students with an opportunity to improve performance. With little to no opportunity to practice facilitating challenging conversations until the actual interactions, CEs are often unprepared to navigate these conversations. This study aimed to gain CEs’ perspectives on the effectiveness of virtual reality (VR) in facilitating faculty development in navigating these conversations. A mixed-methods approach using a survey with demographic items, open- and close-ended questions, and interviews were implemented at the beginning and end of the Fall 2020 teaching semester with CEs teaching small groups (6-8 students) in the Faculty of Nursing. Data analysis included frequency distribution and thematic analysis. The study found that CEs perceived the VR experience as a beneficial tool to develop their skills. While providing a safe and positive learning environment to practice necessary skills, the VR experience prompted CEs to be actively engaged in their learning as well as enhance their confidence level in how they manage challenging student interactions. CEs suggested that the VR experience could be utilized for both new and experienced educators by incorporating it as a part of orientation and ongoing professional development sessions, respectively. Also, CEs shared that receiving feedback on their performance and making the experience more interactive may further enhance their learning. Gaining CEs’ perspective on the usefulness of the VR experience for faculty development could be beneficial in better supporting CEs in their roles to provide quality learning for the students. With this insight, there is potential to implement the use of VR as a means to support faculty and develop additional learning experiences to build their capabilities as educators.