Items where Year is 2022

Article

Alabi, Oludare, Hill, Rhodri, Walsh, Michael and Carroll, Camilla (2022) Introduction of an ENT emergency—safe boot camp into postgraduate surgical training in the Republic of Ireland. Irish Journal of Medical Science (1971 -), 191 (1). pp. 475-477. ISSN 0021-1265

Arsenis, Panagiotis, Flores, Miguel and Petropoulou, Dimitra (2022) Enhancing graduate employability skills and student engagement through group video assessment. Assessment & Evaluation in Higher Education, 47 (2). pp. 245-258. ISSN 0260-2938

Barari, Nori, RezaeiZadeh, Morteza, Khorasani, Abasalt and Alami, Farnoosh (2022) Designing and validating educational standards for E-teaching in virtual learning environments (VLEs), based on revised Bloom’s taxonomy. Interactive Learning Environments, 30 (9). pp. 1640-1652. ISSN 1049-4820

Bracken, Lydia (2022) A case study on the impact of a capstone Street Law teaching project. The Law Teacher, 56 (2). pp. 206-221. ISSN 0306-9400

Buckley, Jeffrey, Canty, Donal and Seery, Niall (2022) An exploration into the criteria used in assessing design activities with adaptive comparative judgment in technology education. Irish Educational Studies, 41 (2). pp. 313-331. ISSN 0332-3315

Cheng, Chelsea, Humphreys, Hilary and Kane, Bridget (2022) Transition to telehealth: Engaging medical students in telemedicine healthcare delivery. Irish Journal of Medical Science (1971 -), 191 (5). pp. 2405-2422. ISSN 0021-1265

Clohessy, Trevor and English, Marie (2022) Bridging the gaps in information systems: a threshold concepts and troublesome knowledge perspective. Irish Educational Studies. pp. 1-25. ISSN 0332-3315

Connolly, Cornelia and Cosgrove, Tom (2022) An action learning approach to mathematics learning in the light of the cognitional theory of Bernard Lonergan. Action Learning: Research and Practice, 19 (1). pp. 33-48. ISSN 1476-7333

Connolly, Fergal, De Brún, Aoife and McAuliffe, Eilish (2022) A narrative synthesis of learners’ experiences of barriers and facilitators related to effective interprofessional simulation. Journal of Interprofessional Care, 36 (2). pp. 222-233. ISSN 1356-1820

Costello, Maria, Cantillon, Peter, Geoghegan, Rosemary, Byrne, Dara, Lowery, Aoife and Walsh, Sinead M. (2022) Experience‐based learning: how a crisis solution informed fundamental change in a clinical education curriculum. The Clinical Teacher, 19 (1). pp. 42-47. ISSN 1743-4971

Costin, Yvonne, O’Brien, Michael P. and Hynes, Briga (2022) Entrepreneurial education: Maker or breaker in developing students’ entrepreneurial confidence, aptitude and self-efficacy? Industry and Higher Education, 36 (3). pp. 267-278. ISSN 0950-4222

Coughlan, James, Timuş, Daniela, Crnic, Tin, Srdoč, Dora, Halton, Ciara and Dragan, Irina F. (2022) Impact of COVID‐19 on dental education in Europe: The students' perspective. European Journal of Dental Education, 26 (3). pp. 599-607. ISSN 1396-5883

Croghan, Stefanie and Baker, Tom (2022) Graduates’ perceptions of the role and availability of career guidance at medical school. Irish Journal of Medical Science (1971 -), 191 (2). pp. 597-602. ISSN 0021-1265

Cullinan, John, Flannery, Darragh and Palcic, Donal (2022) Study abroad programme participation and subsequent academic performance: evidence from administrative data. Education Economics, 30 (3). pp. 251-269. ISSN 0964-5292

Darker, Catherine D, Moore, Emma, Flynn, Ellen, O’Neill, Mary, Doherty, Lena, McMahon, Jean, McLoughlin, Orla, Rouine, Eimear, Ivers, Jo-Hanna, Allwright, Shane, McGrath, David, Seery, Aidan, McAndrew, Martin, Barrett, Emer, Tanner, Michelle, Bennett, Annemarie E, Brennan, Sabina, Mullin, Martina and Barry, Joe M (2022) Development and proposed evaluation of an eHealth learning tool for undergraduate university students in Ireland. Health Promotion International, 37 (1). ISSN 1460-2245

De Brún, A., Rogers, L., Drury, A. and Gilmore, B. (2022) Evaluation of a formative peer assessment in research methods teaching using an online platform: A mixed methods pre-post study. Nurse Education Today, 108. p. 105166. ISSN 02606917

Doyle, Colleen B. and O’Donnell, Grainne M. (2022) The theory of emerging adulthood: parents’ experience of their child’s transition to college. Higher Education Research & Development, 41 (2). pp. 330-345. ISSN 0729-4360

Doyle, Elaine and Buckley, Patrick (2022) The impact of co-creation: an analysis of the effectiveness of student authored multiple choice questions on achievement of learning outcomes. Interactive Learning Environments, 30 (9). pp. 1726-1735. ISSN 1049-4820

Elonen, Imane, Salminen, Leena, Brasaitė‐Abromė, Indrė, Fuster, Pilar, Kukkonen, Pia, Leino‐Kilpi, Helena, Löyttyniemi, Eliisa, Noonan, Brendan, Stubner, Juliane, Svavarsdóttir, Margrét H., Thorsteinsson, Hrund and Koskinen, Sanna (2022) Medication calculation skills of graduating nursing students within European context. Journal of Clinical Nursing, 31 (5-6). pp. 548-558. ISSN 0962-1067

Feely, Michael, Garcia Iriarte, Edurne, Adams, Clare, Johns, Ryan, Magee, Christine, Mooney, Sean, Murray, Andrew, Turley, Margaret and Yap, Mei Lin (2022) Journeys from discomfort to comfort: how do university students experience being taught and assessed by adults with intellectual disabilities? Disability & Society, 37 (6). pp. 993-1017. ISSN 0968-7599

Finn, Mairéad, Mihut, Georgiana and Darmody, Merike (2022) Academic Satisfaction of International Students at Irish Higher Education Institutions: The Role of Region of Origin and Cultural Distance in the Context of Marketization. Journal of Studies in International Education, 26 (5). pp. 572-589. ISSN 1028-3153

Flanagan, C., Lonergan, M., Durning, J. and Frawley, T. (2022) Role and Function of the Clinical Tutor in Mental Health Nursing in Ireland. Issues in Mental Health Nursing, 43 (6). pp. 560-567. ISSN 0161-2840

Foley, S., Paulo, G. and Vassileva, J. (2022) Large differences in education and training of radiographers in Europe and Central Asia: Results from an IAEA coordinated study. Radiography, 28 (1). pp. 48-54. ISSN 10788174

Gormley, Clare (2022) It’s good to talk: Exploring the influence of facilitated teaching conversations at an Irish university. Innovations in Education and Teaching International, 59 (5). pp. 522-532. ISSN 1470-3297

Greenwood, Richard, Austin, Sandra, Bacon, Karin and Pike, Susan (2022) Enquiry-based learning in the primary classroom: student teachers’ perceptions. Education 3-13, 50 (3). pp. 404-418. ISSN 0300-4279

Humphreys, Hilary, Stevens, Niall, Burke, Louise, Sheehan, Mariam, Glavey, Siobhán, Keogan, Mary and Rasheed, Erum (2022) Core curriculum in pathology for future Irish medical students. Irish Journal of Medical Science (1971 -), 191 (4). pp. 1799-1807. ISSN 0021-1265

Hunt, Ingrid, Ryan, Alan, hAodha, Mícheál Ó and Rezaei-Zadeh, Morteza (2022) Industry requirements, thesis-writing and the emergence of flexible educational programmes: Reflections on the university learner experience. Industry and Higher Education, 36 (3). pp. 319-333. ISSN 0950-4222

Johnston, Jennifer and Purcell, Rebecca (2022) Who else is teaching the teachers? The subject discipline teacher educator in initial teacher education. European Journal of Teacher Education, 45 (1). pp. 113-126. ISSN 0261-9768

Kaya-Capocci, Sila, McCormack, Orla, Erduran, Sibel and Birdthistle, Naomi (2022) Exploring the impact of positing entrepreneurship in nature of science: initial science teachers' perspectives. Education + Training, 64 (7). pp. 996-1017. ISSN 0040-0912

Keating, Rebecca, Ahern, Sally, Bisgood, Louisa, Mernagh, Katie, Nicolson, Gail H. and Barrett, Emer M. (2022) Stand up, stand out. Feasibility of an active break targeting prolonged sitting in university students. Journal of American College Health, 70 (7). pp. 2237-2243. ISSN 0744-8481

Lane, Diarmaid and Sorby, Sheryl (2022) Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme. International Journal of Technology and Design Education, 32 (4). pp. 2195-2215. ISSN 0957-7572

Lolich, Luciana (2022) ‘If I get a good job you could say that it was worthwhile’: students’ views on higher education as a risk investment. Irish Educational Studies, 41 (2). pp. 295-312. ISSN 0332-3315

Longo, Luca and Orrú, Giuliano (2022) Evaluating instructional designs with mental workload assessments in university classrooms. Behaviour & Information Technology, 41 (6). pp. 1199-1229. ISSN 0144-929X

Loughman, Sheila, Berry, C, Hickey, P, Kerr, G M and Bury, G (2022) Irish Defence Forces combat medical technician training: experience of a novel university medical school-based programme. BMJ Military Health, 168 (2). pp. 128-131. ISSN 2633-3767

MacKenzie, Alison, Bacalja, Alexander, Annamali, Devisakti, Panaretou, Argyro, Girme, Prajakta, Cutajar, Maria, Abegglen, Sandra, Evens, Marshall, Neuhaus, Fabian, Wilson, Kylie, Psarikidou, Katerina, Koole, Marguerite, Hrastinski, Stefan, Sturm, Sean, Adachi, Chie, Schnaider, Karoline, Bozkurt, Aras, Rapanta, Chrysi, Themelis, Chryssa, Thestrup, Klaus, Gislev, Tom, Örtegren, Alex, Costello, Eamon, Dishon, Gideon, Hoechsmann, Michael, Bucio, Jackeline, Vadillo, Guadalupe, Sánchez-Mendiola, Melchor, Goetz, Greta, Gusso, Helder Lima, Arantes, Janine Aldous, Kishore, Pallavi, Lodahl, Mikkel, Suoranta, Juha, Markauskaite, Lina, Mörtsell, Sara, O’Reilly, Tanya, Reed, Jack, Bhatt, Ibrar, Brown, Cheryl, MacCallum, Kathryn, Ackermann, Cecile, Alexander, Carolyn, Payne, Ameena Leah, Bennett, Rebecca, Stone, Cathy, Collier, Amy, Lohnes Watulak, Sarah, Jandrić, Petar, Peters, Michael and Gourlay, Lesley (2022) Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020). Postdigital Science and Education, 4 (2). pp. 271-329. ISSN 2524-485X

Mannion, Jessica (2022) Beyond the grade: the planning, formative and summative (PFS) model of self-assessment for higher education. Assessment & Evaluation in Higher Education, 47 (3). pp. 411-423. ISSN 0260-2938

Marder, Ian D., Vaugh, Trevor, Kenny, Catriona, Dempsey, Shauna, Savage, Erika, Weiner, Ruairí, Duffy, Kate and Hughes, Grace (2022) Enabling Student Participation in Course Review and Redesign: Piloting Restorative Practices and Design Thinking in an Undergraduate Criminology Programme. Journal of Criminal Justice Education, 33 (4). pp. 526-547. ISSN 1051-1253

Martzoukou, Konstantina, Kostagiolas, Petros, Lavranos, Charilaos, Lauterbach, Thorsten and Fulton, Crystal (2022) A study of university law students’ self-perceived digital competences. Journal of Librarianship and Information Science, 54 (4). pp. 751-769. ISSN 0961-0006

Masud, Tahir, Ogliari, Giulia, Lunt, Eleanor, Blundell, Adrian, Gordon, Adam Lee, Roller-Wirnsberger, Regina, Vassallo, Michael, Mari, Daniela, Kotsani, Marina, Singler, Katrin, Romero-Ortuno, Roman, Cruz-Jentoft, Alfonso J. and Stuck, Andreas E. (2022) A scoping review of the changing landscape of geriatric medicine in undergraduate medical education: curricula, topics and teaching methods. European Geriatric Medicine, 13 (3). pp. 513-528. ISSN 1878-7657

McCartan, Claire, Byrne, Julie, Campbell, Jim, Coogan, Declan, Davidson, Gavin, Hayes, David, Kirwan, Gloria, MacDonald, Mandi, McCaughren, Simone, McFadden, Paula, McGregor, Caroline, Montgomery, Lorna, Pentaraki, Maria, Roddy, Shaun, Roulston, Audrey, Shore, Caroline and Wilson, Elaine (2022) Social work students on the island of Ireland: a cross-sectional survey. Social Work Education, 41 (2). pp. 228-247. ISSN 0261-5479

McDermott-Dalton, Geraldine (2022) Putting the ‘e’ in portfolio design: an intervention research project investigating how design students and faculty might jointly reimagine the design portfolio activity. International Journal of Technology and Design Education, 32 (2). pp. 1207-1225. ISSN 0957-7572

McGarr, Oliver and Emstad, Anne Berit (2022) Comparing discourses on reflective practice in teacher education policy in Ireland and Norway: critical reflection or performance management? European Journal of Teacher Education, 45 (3). pp. 395-413. ISSN 0261-9768

Mullen, Claire, Pettigrew, Jim, Cronin, Anthony, Rylands, Leanne and Shearman, Donald (2022) The rapid move to online mathematics support: changes in pedagogy and social interaction. International Journal of Mathematical Education in Science and Technology, 53 (1). pp. 64-91. ISSN 0020-739X

Ní Fhloinn, Eabhnat and Fitzmaurice, Olivia (2022) Any advice? Lessons learned by mathematics lecturers for emergency remote teaching during the COVID-19 pandemic. International Journal of Mathematical Education in Science and Technology, 53 (3). pp. 566-572. ISSN 0020-739X

O’Brien, Ronan, McGarr, Oliver and Lynch, Raymond (2022) Students’ perceptions of lecturer power and authority in a higher education PBL business programme. Teaching in Higher Education, 27 (5). pp. 615-631. ISSN 1356-2517

O’Neill, Geraldine and Padden, Lisa (2022) Diversifying assessment methods: Barriers, benefits and enablers. Innovations in Education and Teaching International, 59 (4). pp. 398-409. ISSN 1470-3297

O’Riordan, Fiona, O’Sullivan, Íde, Fitzpatrick, Mary, Keane, Margaret, McAvinia, Claire and Risquez, Angelica (2022) Structured professional development for academic developers: A collaborative approach. Innovations in Education and Teaching International, 59 (1). pp. 4-14. ISSN 1470-3297

Quigley, Duana, Gilheaney, Órla, O’Neill, Mary and Davis, Siobhan (2022) Speech and Language Therapists’ Perspectives of an E-Learning Course on Providing Feedback in the Clinical Learning Environment. Folia Phoniatrica et Logopaedica, 74 (4). pp. 296-310. ISSN 1021-7762

Ryan, Deirdre, Faulkner, Fiona, Dillane, Dominic and Flood, Robert V. (2022) Communities of practice as a solution for the implementation gap in internationalisation of the curriculum. Higher Education Research & Development, 41 (3). pp. 882-897. ISSN 0729-4360

Saab, Mohamad M., Landers, Margaret, Murphy, David, O’Mahony, Billy, Cooke, Eoghan, O’Driscoll, Michelle and Hegarty, Josephine (2022) Nursing students’ views of using virtual reality in healthcare: A qualitative study. Journal of Clinical Nursing, 31 (9-10). pp. 1228-1242. ISSN 0962-1067

Shaw, Áine and Yanushevskaya, Irena (2022) Students’ views and experiences of the training and use of phonetic transcription in speech and language therapy – the Irish perspective. Clinical Linguistics & Phonetics, 36 (2-3). pp. 276-291. ISSN 0269-9206

Skopek, J., Triventi, M. and Blossfeld, H.-P. (2022) How do institutional factors shape PhD completion rates? An analysis of long-term changes in a European doctoral program. Studies in Higher Education, 47 (2). pp. 318-337. ISSN 0307-5079

Spooner, Muirne, Duane, Catherine, Uygur, Jane, Smyth, Erica, Marron, Brian, Murphy, Paul J. and Pawlikowska, Teresa (2022) Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66. Medical Teacher, 44 (1). pp. 3-18. ISSN 0142-159X

Stavrakakis, Ioannis, Gordon, Damian, Tierney, Brendan, Becevel, Anna, Murphy, Emma, Dodig-Crnkovic, Gordana, Dobrin, Radu, Schiaffonati, Viola, Pereira, Cristina, Tikhonenko, Svetlana, Gibson, J. Paul, Maag, Stephane, Agresta, Francesco, Curley, Andrea, Collins, Michael and O’Sullivan, Dympna (2022) The teaching of computer ethics on computer science and related degree programmes. a European survey. International Journal of Ethics Education, 7 (1). pp. 101-129. ISSN 2363-9997

Stojan, Jennifer, Haas, Mary, Thammasitboon, Satid, Lander, Lina, Evans, Sean, Pawlik, Cameron, Pawilkowska, Teresa, Lew, Madelyn, Khamees, Deena, Peterson, William, Hider, Ahmad, Grafton-Clarke, Ciaran, Uraiby, Hussein, Gordon, Morris and Daniel, Michelle (2022) Online learning developments in undergraduate medical education in response to the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 69. Medical Teacher, 44 (2). pp. 109-129. ISSN 0142-159X

Strawbridge, Judith, Hayden, John C., Robson, Tracy, Flood, Michelle, Cullinan, Shane, Lynch, Matthew, Morgan, Anne Teresa, O'Brien, Fiona, Reynolds, Róisín, Kerrigan, Steven W., Cavalleri, Gianpiero, Kirby, Brian P., Tighe, Orna, Maher, Anthony and Barlow, James W. (2022) Educating pharmacy students through a pandemic: Reflecting on our COVID-19 experience. Research in Social and Administrative Pharmacy, 18 (7). pp. 3204-3209. ISSN 15517411

Walsh, Sharon, Cullinan, John, Flannery, Darragh and Kennelly, Brendan (2022) Modelling student preferences for the design of campus counselling services. Studies in Higher Education, 47 (2). pp. 305-317. ISSN 0307-5079

White, P.J. and Kennedy, Con (2022) Designing a module in entrepreneurship for product design students. Industry and Higher Education, 36 (2). pp. 217-226. ISSN 0950-4222

Wolf, Jonathan J., McVeigh, Joanne, Vallières, Frédérique, Hyland, Philip and MacLachlan, Malcolm (2022) Death anxiety, self-worth, and exposure to human donor remains: A longitudinal study of Irish medical students. Death Studies, 46 (4). pp. 875-884. ISSN 0748-1187

Ó Gallchóir, Ciarán and McGarr, Oliver (2022) An Irish perspective on initial teacher education: How teacher educators can respond to an awareness of the ‘absurd’. Educational Philosophy and Theory, 54 (7). pp. 983-991. ISSN 0013-1857

Dataset

Donnelly, Roisin (2022) Insights from a national approach to supporting the professional development of those who teach. [Dataset]

Other

Atenas, Javiera, Havemann, Leo, Cronin, Catherine, Rodés, Virginia, Lesko, Igor, Stacey, Paul, Feliu-Torruella, Maria, Buck, Ellen, Amiel, Tel, Orlic, Davor, Stefanelli, Cristina and Villar Onrubia, Daniel (2022) Defining and Developing ‘Enabling’ Open Education Policies in Higher Education. UNESCO, Paris.