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Effect of an authentic design thinking learning experience on collaboration, social problem-solving and satisfaction in physiotherapy and dietetics students

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Effect of an authentic design thinking learning experience on collaboration, social problem-solving and satisfaction in physiotherapy and dietetics students

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dc.contributor.author Dervan, Nicola es_ES
dc.contributor.author Corish, Clare es_ES
dc.contributor.author Murrin, Celine es_ES
dc.contributor.author Shaw, Annelie es_ES
dc.contributor.author Kenny, Caoimhe es_ES
dc.contributor.author Carey, Mags es_ES
dc.contributor.author Charles, Ruth es_ES
dc.contributor.author O'Donoghue, Grainne es_ES
dc.date.accessioned 2024-09-10T12:04:01Z
dc.date.available 2024-09-10T12:04:01Z
dc.date.issued 2024-06-20
dc.identifier.isbn 9788413962009
dc.identifier.uri http://hdl.handle.net/10251/207907
dc.description.abstract [EN] Aims: This study aimed to assess i) the effect of a design thinking learning experience in an authentic ‘real world’ environment on physiotherapy and dietetics students’ skills in collaboration and social problem-solving and ii) their satisfaction with the learning experience. Methods: A single group, quasi-experimental study with a pre- and post-test design involving 46 physiotherapy and dietetics students. Data were collected using self-administered anonymous questionnaires: the Interprofessional Collaborative Competency Attainment Scale-Revised, the Social Problem-Solving Inventory-Revised Short Form and a bespoke questionnaire exploring student satisfaction with the experience. Results: Mean scores for collaboration were significantly higher following the learning experience. Social problem-solving skills did not change. Students reported satisfaction with engagement, support, and structure of the learning experience. Conclusions: A design thinking approach can improve skills in interprofessional collaboration.  Students reported satisfaction with the learning experience. The development and assessment of social problem-solving skills using a design thinking approach requires further research before definitive conclusions can be drawn on this topic. es_ES
dc.format.extent 9 es_ES
dc.language Inglés es_ES
dc.publisher Editorial Universitat Politècnica de València es_ES
dc.relation.ispartof 10th International Conference on Higher Education Advances (HEAd’24)
dc.rights Reconocimiento - No comercial - Compartir igual (by-nc-sa) es_ES
dc.subject Design thinking es_ES
dc.subject Interprofessional education es_ES
dc.subject Problem solving es_ES
dc.subject Dietetics es_ES
dc.subject Physiotherapy es_ES
dc.title Effect of an authentic design thinking learning experience on collaboration, social problem-solving and satisfaction in physiotherapy and dietetics students es_ES
dc.type Capítulo de libro es_ES
dc.type Comunicación en congreso es_ES
dc.identifier.doi 10.4995/HEAd24.2024.17341
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Dervan, N.; Corish, C.; Murrin, C.; Shaw, A.; Kenny, C.; Carey, M.; Charles, R.... (2024). Effect of an authentic design thinking learning experience on collaboration, social problem-solving and satisfaction in physiotherapy and dietetics students. Editorial Universitat Politècnica de València. https://doi.org/10.4995/HEAd24.2024.17341 es_ES
dc.description.accrualMethod OCS es_ES
dc.relation.conferencename Tenth International Conference on Higher Education Advances es_ES
dc.relation.conferencedate Junio 18-21, 2024 es_ES
dc.relation.conferenceplace València, España es_ES
dc.relation.publisherversion http://ocs.editorial.upv.es/index.php/HEAD/HEAd24/paper/view/17341 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.relation.pasarela OCS\17341 es_ES


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