The Effect of a Face-To-Face ScienceReady Preparatory Short Course on University Students’ Self-Efficacy

Authors

DOI:

https://doi.org/10.5204/ssj.1698

Keywords:

self-efficacy, health science students, preparatory science course, university study

Abstract

The ScienceReady preparatory course is an intensive study designed to improve beginning university undergraduate students’ understanding of medical/scientific concepts, and reduce their anxiety about studying the science component of their enrolled programs. Its goals are to stimulate students’ science curiosity and provide the fundamental scientific content they are expected to know and build further on the knowledge that will feature in their upcoming programs. This article aims to describe the ScienceReady course, discuss the impact of the course on the participants, determine the relationship of the course with self-efficacy, and explain the implications of the results. Students were tested before and after the course to ascertain whether it increased or decreased or not affected self-efficacy. The results of the pre- and post-test surveys were unequivocal. The majority of the individual items for the self-efficacy questionnaire showed a significant increase in self-efficacy post-course.

Downloads

Download data is not yet available.

Author Biographies

Jyothi Thalluri, University of South Australia

Dr Jyothi Thalluri has extensive experience in teaching Human Anatomy/Physiology and Pathophysiology in the Clinical and Health Sciences unit, University of South Australia. Jyothi has a keen interest in the learning and teaching dynamics associated with student academic, social & cultural diversity. She has a firm belief that students need various learning options and appropriate support, particularly when transitioning into university study. She has demonstrated an ongoing commitment to the implementation of many innovative initiatives, to engage, support and provide flexible and student-centred learning options. She has used these to enhance outcomes within a diverse range of student cohorts.

Joy Penman, Monash University

Dr Joy Penman holds bachelor and master's degrees in Nursing and Pharmacy. She completed her doctoral studies in Nursing. Joy teaches at the School of Nursing and Midwifery, Monash Clayton Campus. She has over thirty years of teaching experience locally and abroad and many years of nursing experience in various health care facilities. Joy has extensive experience in research and community engagement. In recognition of her contribution in these areas, she has been a recipient of various teaching, research and community service awards. Joy has earned about AUD 400K in internal and external research funding for various collaborative projects. She is well published in peer-reviewed journals and books and has presented her work in national and international conferences.

Minh Chau, University of South Australia

Minh Chau is a Medical Imaging Lecturer at the University of South Australia, a Fellow of the Higher Education Academy (HEA) and an Associate Fellow of the Higher Education Research and Development Society of Australasia (HERDSA). He graduated from Flinders University with Graduate Certificate in Clinical Education and from the University of Sydney with Graduate Certificate in Medical Imaging Science (CT) and Masters in Medical Imaging Science (Radiographic Image Interpretation). Shayne was awarded First Class Honours in the Bachelor of Medical Radiation Science (Medical Imaging) and is now completing his Doctor of Philosophy. In addition, he has authored several peer-reviewed publications, and frequently presented at national and international conferences.

Downloads

Published

2021-03-15

How to Cite

Thalluri, J., Penman, J. ., & Chau, M. . (2021). The Effect of a Face-To-Face ScienceReady Preparatory Short Course on University Students’ Self-Efficacy. Student Success, 12(1), 72–81. https://doi.org/10.5204/ssj.1698

Issue

Vol. 12 No. 1 (2021): Volume 12 Issue 1 2021

Section

Articles

License

Copyright (c) 2021 Jyothi Thalluri, Joy Penman, Minh Chau

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.