Student partnership in assessment in higher education: a systematic review
The University of Hong Kong
Source
Chan, C. K. Y., & Chen, S. W. (2023). Student partnership in assessment in higher education: a systematic review. Assessment and Evaluation in Higher Education, 1–13. DOI: 10.1080/02602938.2023.2224948
Cross-Institutional Service-Learning in Orthopedics Curriculum in Traditional Chinese Medicine Education: APRS Service-Learning Model
1 The University of Hong Kong | 2 Hong Kong Baptist University | 3 The Chinese University of Hong Kong | 4 Northeastern University | * Co-first authors
Previous studies showed that traditional Chinese medicine (TCM) students experienced low confidence in using discipline knowledge/skills due to the lack of practicum opportunities in the curriculum under the current TCM law in Hong Kong. In this study, TCM students participated in service-learning in Orthopedics curriculum as partners. Detailed arrangements of the service in this study were self-determined by the student partners. In such a partnership, TCM students were empowered to take control of their learning. They gained additional exposure and authentic experience of working with TCM professionals and communicating with the local social workers and patients. As TCM students made significant decisions on what specific activities (home visits, consultations, or health care education) to hold, how to carry them out, and how frequent and when to execute, they reported a greater sense of control of their learning, as a result of reinforced Autonomous Motivation (Hagger et al., 2014).
Source
Lau, P.*, Cheung, C.H.*, Tu, F., Hao, D.F., Chung, K.K.L., Wong, J.H.T., Ng, A.T.S, & Siu, S.S.Y. (2024). Cross-institutional service-learning in orthopedics curriculum in traditional Chinese medicine education: APRS service-learning model. Journal of Service-Learning in Higher Education. [Link]
Four approaches of starting SaP projects
Teaching and Learning Innovation Centre, HKU