Volume 4, Number 1, 2024 A Decade On (Part II)

EN:

Trauma-informed care guides a growing approach to practice across the field of human services and, as such, increasing efforts have been made to integrate a trauma-informed orientation into post-secondary human service programs. While most approaches to teaching trauma-education are designed for in-person instruction, online training programs are increasingly being employed. However, there are questions about the effectiveness of teaching for this particular topic online. The purpose of this study was to gain a better understanding of the impact of learning about trauma-informed practice online. Specifically, by asking “what works?” and “what is?,” the authors assessed the effectiveness of an online training program, called Being Trauma Aware, to teach about trauma-informed care and prepare post-secondary students for their field of practice. Findings reveal that Being Trauma Aware provides foundational knowledge on trauma-informed practice and develops competence and confidence in future practitioners. The training also increases students’ preparedness for the field, shifting their approach when working with children and youth. Future research can further explore whether online learning facilitates the transfer of knowledge to the field, connecting theory to practice.

EN:

One of the many drastic effects of the COVID-19 pandemic in early 2020 was a sudden shift to remote learning for post-secondary students. Remote learning is an ongoing practice at many educational institutions, for which the impact on students is yet to be understood. This study aims to build a foundation for that understanding, with a particular focus on addressing the effects on students who were working concurrently with their studies during the pandemic. A survey was conducted, gathering 181 responses from undergraduate computing students attending Mount Royal University. The survey queried the students’ experience with work-school balance during the pandemic, their feelings about online classes, the perceived positive and negative aspects of learning online, and whether they would choose online classes in the future in the absence of any pandemic-related concerns. The results show a clear perception of increased flexibility (88%) coupled with an increase in the students’ ability to manage their time (61%). Given that 74% of respondents report that online classes are more convenient than in-person classes while only 22% report a negative impact on their performance, this study concludes that online learning opportunities may correlate with an easing of stress on post-secondary students without significantly impacting academic performance for certain personality types. However, other students report negative experiences with respect to their mental health.

EN:

Teaching competencies for psychomotor skill development for manual handling techniques in the cervical regions is necessary for safe practice in physiotherapy. However, grasping anatomy and palpation can be challenging for students, and practice in the lab can lead to discomfort for students. To facilitate teaching and learning of this complex skill, we worked in partnership with a virtual reality (VR) industry partner who developed a customized VR application focusing on transverse ligament stress testing for manual therapy skills for Master of Physical Therapy (MPT) students. In this scholarship of teaching and learning (SoTL) project, eight MPT students participated in the evaluation of an innovative VR learning experience for manual therapy in the cervical spine. Students’ learning experiences with the custom virtual reality learning application were assessed using an observational study design with semi-structured interviews. Interview questions aligned with constructs that are recommended to assess learners’ attitudes toward VR environments. Student participants appreciated the usefulness of the application for studying and practicing the transverse ligament stress test and provided recommendations for enhancing the learning experience.