Presenter:
Patricia Chang
Authors:
Mina Rim, Sunny Qin, Ryan Kwok, Irene Luong, Alyssa Azote, Patricia Chang, Dr. Fong Chan
Poster Abstract:
Learning Objectives
- Identify the unique characteristics of an effective partnership
- Describe and evaluate the effectiveness of partnership in innovative education
A partnership model between students and faculty was implemented, which emphasizes open communication, creativity, and the strengths of each collaborator as an effective approach for course redesign, compared to traditional student engagement (i.e. directed studies) and feedback surveys. This model fosters innovation and supports the development of novel educational practices. In the 2023W session, four student partners and one faculty partner co-developed learning activities in the UBC Entry-to-Practice PharmD curriculum. This study explores the effectiveness of such partnerships in creating inclusive, dynamic collaborations that enhance learning.
Partners (n=5) completed five bi-monthly reflection surveys assessing perceptions of resources, support, feedback, initiative, and growth. Surveys included Likert scale and open-ended questions.
Initially, 50% of student partners strongly agreed they had adequate support, clear goals, and felt comfortable sharing ideas; while all agreed partners supported learning, only 25% felt all were fully engaged. No students strongly agreed they received sufficient peer feedback, though all felt supported by faculty. Comfort giving and receiving feedback was reported by 50% (peers) and 75% (faculty). By project completion, all measures reached 100% agreement. Qualitative analysis highlighted creativity, empowerment, independence, and excitement as key benefits of the partnership.
The innovative learning activities implemented through this partnership received highly positive student feedback. We advocate for the value of student-faculty partnerships and its adoption across UBC to enhance student learning.
Key words: Partnership, innovative education, course redesign
