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Which lecturers’ characteristics facilitate the learning process? A qualitative study on students’ perceptions in the rehabilitation sciences

Battista, Simone LU orcid ; Furri, Laura ; Pellegrini, Valeria ; Giardulli, Benedetto ; Coppola, Ilaria ; Testa, Marco and Dell’Isola, Andrea LU (2023) In BMC Medical Education 23. p.1-10
Abstract

Background: In education, lecturers play a crucial role in facilitating students’ learning process. However, only a few studies explored which lecturers’ characteristics can facilitate this process in higher education for rehabilitation healthcare professionals. Starting from students’ perspectives, our qualitative study investigated the lecturers’ characteristics that facilitate students’ learning process in the rehabilitation sciences. Methods: A qualitative interview study. We enrolled students attending the 2nd year of the Master of Science (MSc) degree in ‘Rehabilitation Sciences of Healthcare Professions’. Different themes were generated following a ‘Reflexive Thematic Analysis’. Results: Thirteen students completed the... (More)

Background: In education, lecturers play a crucial role in facilitating students’ learning process. However, only a few studies explored which lecturers’ characteristics can facilitate this process in higher education for rehabilitation healthcare professionals. Starting from students’ perspectives, our qualitative study investigated the lecturers’ characteristics that facilitate students’ learning process in the rehabilitation sciences. Methods: A qualitative interview study. We enrolled students attending the 2nd year of the Master of Science (MSc) degree in ‘Rehabilitation Sciences of Healthcare Professions’. Different themes were generated following a ‘Reflexive Thematic Analysis’. Results: Thirteen students completed the interviews. From their analysis, we generated five themes. Specifically, a lecturer that facilitates students’ learning process should be: 1) ‘A Performer who Interacts with the Classroom’, 2) A Flexible Planner who Adopts Innovative Teaching Skills’, 3) ‘A Motivator who Embraces Transformational Leadership’, 4) ‘A Facilitator Who Encourages a Constructive Learning Context’ and 5) ‘A Coach who Devises Strategies to Reach Shared Learning Goals’. Conclusions: The results of this study underscore the importance for lecturers in rehabilitation to cultivate a diverse set of skills drawn from the arts and performance, education, team building and leadership to facilitate students’ learning process. By developing these skills, lecturers can design lessons that are worth attending not only for their relevant content but also for their value in human experience.

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Please use this url to cite or link to this publication:
author
; ; ; ; ; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Education, Health Personnel, Rehabilitation, Social Identification, Teaching
in
BMC Medical Education
volume
23
article number
431
pages
1 - 10
publisher
BioMed Central (BMC)
external identifiers
  • pmid:37308863
  • scopus:85161919069
ISSN
1472-6920
DOI
10.1186/s12909-023-04308-y
language
English
LU publication?
yes
additional info
Publisher Copyright: © 2023, The Author(s).
id
88016e3a-6598-4a8f-997c-a8971612e52a
date added to LUP
2023-06-28 01:00:04
date last changed
2024-04-19 23:07:54
@article{88016e3a-6598-4a8f-997c-a8971612e52a,
  abstract     = {{<p>Background: In education, lecturers play a crucial role in facilitating students’ learning process. However, only a few studies explored which lecturers’ characteristics can facilitate this process in higher education for rehabilitation healthcare professionals. Starting from students’ perspectives, our qualitative study investigated the lecturers’ characteristics that facilitate students’ learning process in the rehabilitation sciences. Methods: A qualitative interview study. We enrolled students attending the 2nd year of the Master of Science (MSc) degree in ‘Rehabilitation Sciences of Healthcare Professions’. Different themes were generated following a ‘Reflexive Thematic Analysis’. Results: Thirteen students completed the interviews. From their analysis, we generated five themes. Specifically, a lecturer that facilitates students’ learning process should be: 1) ‘A Performer who Interacts with the Classroom’, 2) A Flexible Planner who Adopts Innovative Teaching Skills’, 3) ‘A Motivator who Embraces Transformational Leadership’, 4) ‘A Facilitator Who Encourages a Constructive Learning Context’ and 5) ‘A Coach who Devises Strategies to Reach Shared Learning Goals’. Conclusions: The results of this study underscore the importance for lecturers in rehabilitation to cultivate a diverse set of skills drawn from the arts and performance, education, team building and leadership to facilitate students’ learning process. By developing these skills, lecturers can design lessons that are worth attending not only for their relevant content but also for their value in human experience.</p>}},
  author       = {{Battista, Simone and Furri, Laura and Pellegrini, Valeria and Giardulli, Benedetto and Coppola, Ilaria and Testa, Marco and Dell’Isola, Andrea}},
  issn         = {{1472-6920}},
  keywords     = {{Education; Health Personnel; Rehabilitation; Social Identification; Teaching}},
  language     = {{eng}},
  pages        = {{1--10}},
  publisher    = {{BioMed Central (BMC)}},
  series       = {{BMC Medical Education}},
  title        = {{Which lecturers’ characteristics facilitate the learning process? A qualitative study on students’ perceptions in the rehabilitation sciences}},
  url          = {{http://dx.doi.org/10.1186/s12909-023-04308-y}},
  doi          = {{10.1186/s12909-023-04308-y}},
  volume       = {{23}},
  year         = {{2023}},
}