Impact of Authentic and Team-based Learning on Emergent Professional Identity.pptm
This study researched the impact of authentic and team-based learning delivery on the emergent professional identity of level 5 students. Pre and Post surveys were circulated to determine the state of professional development (Nadelson et al. 2017), State of professional identity (Bennett 2011) and social capital (Bridgstock 2016). Whilst no significant impact on Emergent Professional Identity was found, there was a signficant increase in attendance with the introduction of team-based learning and module attainment was the highest for this cohort of students. Team-based learning was positively received by the cohort which saw feedback recognising the engaging nature of delivery and the positives around team-work.
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