TY - JOUR

T1 - What denotes progression in laboratory learning? Analysing a pharmaceutical bachelor programme

AU - Jørgensen, Jonas Tarp

AU - Malm, Rie Hjørnegaard

AU - Gammelgaard, Bente

AU - Christiansen, Frederik Voetmann

N1 - License It is a condition of the publication that authors vest or license copyright in their articles, including abstracts, in FIP. This enables us to ensure full copyright protection and to disseminate the article, and the journal, to the widest possible readership in print and electronic formats as appropriate. Authors may, of course, use the material elsewhere after publication providing that prior permission is obtained from FIP. Authors are themselves responsible for obtaining permission to reproduce copyright material from other sources.

PY - 2024

Y1 - 2024

N2 - Background: This article explores learning progression within laboratory education. It aims to delineate the characteristics of learning progression across cognitive, social, and affective learning domains and on a structural programme level.Methods: The study employs a longitudinal approach involving interviews conducted over one academic year to assess progression. It also analyses programme and course descriptions for the third year in the pharmaceutical bachelor’s programme. The empirical material underwent further analysis, focusing on perceptions of learning and utilising the Structure of the Observed Learning Outcome (SOLO) taxonomy.Results: The study shows that both instructors and students perceive learning progression as evolving from structured coursework to more autonomous thesis projects. The synthesis of the analysis indicates that intended learning outcomes represent a progression in five distinct clusters of learning outcomes. The study thereby contributes to understanding the connection between course activities, the intention of a bachelor’s project, and learning progression and prompts questions on how to design for progression in higher education.Conclusion: This study presents empirically derived learning outcomes that demonstrate the progression of laboratory-based learning outcomes, highlighting independence as a crucial element.

AB - Background: This article explores learning progression within laboratory education. It aims to delineate the characteristics of learning progression across cognitive, social, and affective learning domains and on a structural programme level.Methods: The study employs a longitudinal approach involving interviews conducted over one academic year to assess progression. It also analyses programme and course descriptions for the third year in the pharmaceutical bachelor’s programme. The empirical material underwent further analysis, focusing on perceptions of learning and utilising the Structure of the Observed Learning Outcome (SOLO) taxonomy.Results: The study shows that both instructors and students perceive learning progression as evolving from structured coursework to more autonomous thesis projects. The synthesis of the analysis indicates that intended learning outcomes represent a progression in five distinct clusters of learning outcomes. The study thereby contributes to understanding the connection between course activities, the intention of a bachelor’s project, and learning progression and prompts questions on how to design for progression in higher education.Conclusion: This study presents empirically derived learning outcomes that demonstrate the progression of laboratory-based learning outcomes, highlighting independence as a crucial element.

U2 - 10.46542/pe.2024.241.200212

DO - 10.46542/pe.2024.241.200212

M3 - Journal article

VL - 24

SP - 200

EP - 212

JO - Pharmacy Education

JF - Pharmacy Education

SN - 1560-2214

IS - 1

ER -