Use of Ripple Effects Mapping to Assess Student-Perceived Benefits of Undergraduate Research and Learning Objective Attainment with Irish Nutrition Students

Autor/inn/en	Keaver, Laura; Ludy, Mary-Jon; Folk, Sara Yi Ling; Gadd, Suzannah; Oleksiak, Maggie; Hsiao, Pao-Ying; Tucker, Robin M.
Titel	Use of Ripple Effects Mapping to Assess Student-Perceived Benefits of Undergraduate Research and Learning Objective Attainment with Irish Nutrition Students
Quelle	In: Advances in Physiology Education, 47 (2023) 2, S.194-201 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tucker, Robin M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Undergraduate Students; Student Research; Physiology; Research Projects; Intervention; Cognitive Mapping; Educational Benefits; Student Attitudes; Course Objectives; Course Evaluation; Comparative Analysis; Nutrition Instruction; Outcomes of Education; Logical Thinking; Teaching Methods; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Studentenforschung; Physiologie; Forschungsvorhaben; Bildungsertrag; Schülerverhalten; Nutrition education; Ernährungserziehung; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Irland
Abstract	Ripple Effects Mapping (REM) is a qualitative data analysis approach that combines mind mapping with inductive analysis to condense data obtained from group interviews. One benefit of REM is the ability to identify unintended outcomes, or "ripples," of the intervention of interest. Ripples are visually represented by a mind map created during the REM session. Mind maps connect related concepts, typically with the main concept in the center of the map and supporting ideas radiating from a central node. This project applied REM to undergraduate course evaluation. The purpose of this study was threefold: to use REM to identify undergraduate student-perceived benefits of research projects, to assess whether REM could be used to confirm achievement of course learning objectives, and to compare the themes identified from the mind mapping component of REM to those identified by inductive analysis. Mind maps were generated with Xmind (Xmind Ltd., Hong Kong) during online sessions by two groups of students, those who completed a "mandatory" research project (n = 11) and those who chose to participate in an additional "optional" research project (n = 9). There was considerable overlap in identified themes between mind mapping and inductive analysis, with skills, relationships, career direction, and unexpected benefits identified by both techniques. Mind mapping identified several additional themes. Findings from both approaches were compared to course learning objectives, and both confirmed that all objectives were met. In situations where time is a limiting factor, mind mapping could be superior to the complete REM approach for course learning objective assessments. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01