Learning Experiences. Learning experiences include both required core learning experiences to develop the core knowledge skills and attitude of a competent clinical pharmacy practitioner and elective learning experiences to allow the residents to tailor their areas of interest. Resident schedules are designed to ensure that the resident gains experience and sufficient practice with diverse patient populations, a variety of disease states, and a range of patient programs. Resident’s learning experience schedules will be designed to assure that the residents spends at least two thirds of their time in direct patient care activities. The resident is encouraged to select elective experiences to provide a breadth of experience; therefore, a maximum of three learning experiences will be allowed within a specific patient population or practice area. A full description of the required core, required longitudinal and elective learning experiences are found in Appendix C. The learning experiences are designed to allow the resident to complete all of the required competency areas, including all of the goals and objectives under them. The required competency areas are R1: Xxxxxxx Xxxx, X0: Advancing Practice and Improving Xxxxxxx Xxxx, X0: Leadership and Management, R4: Teaching, Education, and Dissemination of Knowledge. In addition, residents will complete the elective competency E6: Teaching and Learning.
Learning Experiences. We included three intermediate variables: program type (face-to- face, at least partly online), student enrollment (full-time, at least some part-time), and quality of preceptor and faculty mentorship. Preceptor and faculty mentorship were each measured as averaged scores of 3 Likert-type survey items (5 options from strongly disagree to strongly agree) focused on the mentors’ role modeling, facilitation of learning opportunities, and shared philosophies. Proximal contextual influences. Proximal contextual factors involved financial variables such as dollar amount of educational loans, scholarships, and grants; whether the respondent had loan repayment through work (yes/no); degree of responsibility for household earning (earns at least half of household earnings, earns less than half); responsibility for dependents (no dependents, 1 or more types of dependents); and commute time to work (< 15 min, 15-30 min, 31-60 min, over 60 min).
Learning Experiences. It proved difficult to achieve concrete results during tenant meetings, to which the Roma people are not accustomed. Roma tenants should be seen as active citizens instead of a problem. Both sides, local authorities and Roma families, needed time to adapt. And an attitude of apathy does not change overnight even where both sides are cooperating. • Within the local authorities there are still people who do not agree with any non- standard approach towards solving debt problems. Also the general public is sceptical. • After so many years of neglect, there are a whole range of problems to be addressed. It is not possible to solve one problem without addressing the others. • It is important to keep the decision-making process as transparent and straightforward as possible and to make important decisions during meetings in which all participating organisations take part. Corruption is something that can ruin a project like this.
Learning Experiences. To kick start the program two professor s from XXXXX XXXXXX visited Open College for a one week face to face interactive sessions. Sessions included, orientation to IGNOU’s enrollment regulations, issuance of Student Enrollment numbers, examination rules and necessary advice and information required to successfully complete the program. The visit by the professors was a motivational experience for many reasons. All of the eight (8) program participants including myself had no prior ODL learning experience. We all have progressed through primary and tertiary education through the conventional face to face mode. So to contemplate completing a Master’s program through ODL was intimidating. All we had was our experience of managing ODL student affairs and in the process accumulated ODL management experience with no learning experience. We realized that we had assumed knowledge of ODL learning experience during our course of duties. So, we felt that work experience with Open College would help us complete the course as stated by Xxxxx Xxxxxx, “experiences of adults are a rich and important learning resource” (Kember, 2007). So the visit really helped us to set our focus and put us at ease. Another experience during the course of the program is that the program has enabled us to rediscover the relevance and importance of our assigned duties. This was due to the fact that our motivation for work became two fold. Firstly we regard our assigned duties on the job or position is to earn a living and secondly, with an investigative mindset to learn something towards our program of study. The combination of the two was a powerful learning experience. The program also allowed us to discover all the different subsystems such as course development and printing, registration, student services and etc. that exist within an ODL institutions and justifications for their existence. Clear understanding of their interdependence and synchronizing their activities are important to creating an enriching ODL learning experience. Institutional Problems. After the smooth start, we encountered three (3) major problems during the middle and end of the program. Firstly, the medium of delivery was print medium and mode of communication with IGNOU was via email. By the nature of their visit the two professors who visited Open College became our point of contact. What we not made aware of in the initial stages was the different functional departments at IGNOU responsible for important activ...
