JREPT: Vol 5 No 1

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Now showing 1 - 6 of 6
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    (The British University in Dubai (BUiD), 2022-10) Abukari, Abdulai
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    An investigation into the role of clinical education in preparing undergraduate physiotherapy students for professional practice in the Emirate of Abu Dhabi
    (The British University in Dubai (BUiD), 2022-10) Ramakrishnan, Senthilnathan; Gabor, Marian Grace; Mysore, Sunitha B.
    Background: Clinical education is an integral part of physiotherapy education. In clinical placements students encounter complex cases and challenging circumstances and learn to withstand and overcome these situations. These experiences are vital for graduates’ readiness for professional practice. Purpose: The aim of this research was to understand the contribution of clinical education in preparing undergraduate physiotherapy students for professional practice. Methods: This study took a qualitative methods approach and interviews were used to collect data from physiotherapy students and clinical educators. Participant responses were audio recorded and verbatim transcribed for analysis. NVivo12 was used for analysis of data. Results: Thematic analysis of participants’ interviews confirmed that the real-world experience was useful in developing reflective practice, exposure to evidence-based practice and autonomous practice, opportunity to develop interpersonal skills and develop open-mindedness for feedback which are all vital for professional practice. Conclusion: It was evident from the findings that clinical education played a crucial role in preparing the physiotherapy students for entry-level physiotherapist roles.
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    An investigation about teachers’ perception on Assessment Literacy and its Impact in Hindering the practice of effective Assessment in a Private School in Sharjah, UAE
    (The British University in Dubai (BUiD), 2022-10) Bourenane, Imane
    Although assessment is said to be the core component for vital learning outcomes, there are many arguments about the efficiency of teachers planning effectively for it. Instead of using assessment primarily to improve learning, teachers are using it to only evaluate the students’ achievements. Many researchers have shown that assessment should be used as a tool to enhance learning and its results to be analyzed for that sake. In fact, teachers are not well trained on how to approach assessment in classes. Several studies have marked that teachers’ assessment skills are weak and need improvement either at the level of designing them or at the level of interpreting them. This study is an investigation of teachers’ perception of assessment literacy and its impact on effective assessment implementation. The data was collected through a mixed design questionnaire among 56 teachers with various years of experience in a private school in Sharjah. The participants were selected using a random sampling technique, and data were interpreted using descriptive statistics. The findings indicated that teachers have high assessment literacy; they use various traditional assessment tools to evaluate their students accordingly. However, the majority of teachers utilize assessment for the sake of judging the students’ achievements inside the classroom rather than improving the learning practices. In conclusion, one of the main reasons hindering practitioners in designing the appropriate assessment tool is the lack of training that the teachers should be equipped with.
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    The Impact of Teachers' Opinions of MAP Test on Their Attitude: A Study in a Private School in Dubai
    (The British University in Dubai (BUiD), 2022-10) Abouelanein, Ahmed ElSayed; Hossni, Mohamed
    The Measures of Academic Progress (MAP) test is a unique benchmark exam with the differentiation features and the various individualized reports generated from test data. The aim of this study was to determine how teachers’ opinions of the MAP exam influence their attitude towards the MAP policy. To achieve this aim, a mixed-methods approach was utilized. Content analysis of relevant literature was applied as the quantitative instrument to form a profound and critical understanding of the benchmark test MAP. In addition, Teachers’ questionnaire was utilized as a quantitative instrument to collect data about teachers’ perceptions’ influence on their attitude. The study concluded that teachers’ perceptions heavily affected their attitudes in terms of MAP test data analysis and communicating the automatically generated reports with different stakeholders.
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    Nursing and Allied Health Sciences Faculty Satisfaction with e-Learning during COVID-19 pandemic in UAE
    (The British University in Dubai (BUiD), 2022-10) AlMekkawi, Mohamad; Gabor, Marian; Ramakrishnan, Senthilnathan; Muniyandy, Saravanan
    Since the declaration of COVID-19 as a pandemic, e-learning has been massively expanding in higher education institutions. The abrupt transition to e-learning may have influenced the teaching-learning process and created frustration and dissatisfaction among healthcare faculty members. This study aimed to examine faculty members’ satisfaction with e-learning during the Covid-19 pandemic. The study followed a cross-sectional research design to examine faculty satisfaction with e-learning from May 2020 to July 2020. A total of 61 nursing and allied health faculty members involved in e-learning since the COVID-19 lockdown responded to the ‘Online Instructor Satisfaction Measure’ (OISM) tool. Descriptive statistics were used to describe the participants’ demographics and aggregate the responses. The results showed that the most highly rated domain was Course Design/Development/Teaching. The highest level of satisfaction among faculty members was their ability to access students in the e-learning environment. The least satisfactory domain was institutional support. In conclusion, this study provided insights for education administrators and policymakers on the importance of institutional support for faculty members throughout the implementation of e-learning. The study recommends continuous faculty training activities, adequate managerial support, availability of adequate hardware and software tools, and standardized rules and policies for effective delivery of e-learning.
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    Exploring Authentic Leadership Theory in Practice: A Case Study about a School’s Leaders in a Private School in Sharjah, UAE
    (The British University in Dubai (BUiD), 2022-10) Bourenane, Imane
    Due to the economic, technical, and environmental problems that school leaders face in the twenty-first century, authentic leadership is crucial in today's society. This research investigates authentic leadership theory in practice through the eyes of successful leaders at a private school in Sharjah, with the goal of determining how authentic leadership theory is or might be applied by school leaders in the UAE. The theoretical basis for this research is informed by the genuine leadership theory. The research methodology is a qualitative exploratory case study using constructivism as the research paradigm. To collect data, semi-structured interviews were conducted, which included in-depth discussion with one school leader who was carefully chosen and a focus group interview with the middle leaders of the school to solidify the findings. The results indicate that the school leadership practice shows authentic leadership traits such as self-awareness, internalized moral viewpoint, and balanced thinking. However, data suggests that the leader's behavior lacks relational transparency, which might be challenging in particular settings. These findings might help practitioners add value to professional development programs by teaching how to use authentic leadership theory in the workplace.