Show simple item record

FieldValueLanguage
dc.contributor.authorLeadbeatter, Delyse
dc.date.accessioned2019-05-06
dc.date.available2019-05-06
dc.date.issued2019-05-03
dc.identifier.urihttp://hdl.handle.net/2123/20355
dc.description.abstractIntegration of learning is widely recognised as an essential outcome for students at university. This research study examines the integration of learning in higher education through the context of dental education. It explores the phenomenon from several perspectives. I use Albino and colleagues’ conceptualisation of putting it all together to question: How might putting it all together provoke us to think differently about the integration of learning; and how can integration be brought more visibly into the dental curriculum? Positioned within the interpretivist paradigm, the study employs various methodologies to produce integrated knowledge of integration writings and practices, to explore complexities, and to inspire reflections on what counts as legitimate ways to promote curriculum integration. The study draws on data generated through qualitative synthesis and two empirical studies that involved participant interviews and focus groups amongst students at an Australian dental school. A key finding of the study is that integration of learning is an open-ended concept. The qualitative synthesis identifies that integration is a curriculum device, an intention, a goal of education, a disposition, a process and an outcome of education. Integration occurs by coming into contact with variation and by widening the lens to take account of and connect with ideas that are not readily apparent. The empirical studies portray integration as the capacity to connect skills and different knowledges from multiple sources and experiences; and that putting it all together rests on the multi-faceted, uneven, moment-by-moment ways that students experience their curriculum. I argue that for students to be able to put together their learning in the context of the profession and society, dental schools should craft curricula that invite students to put together much more than disciplinary subject matter by connecting students with the complexity and supercomplexity of dental practice.en_AU
dc.publisherUniversity of Sydneyen_AU
dc.publisherFaculty of Medicine and Healthen_AU
dc.publisherSydney Dental Schoolen_AU
dc.rightsThe author retains copyright of this thesis. It may only be used for the purposes of research and study. It must not be used for any other purposes and may not be transmitted or shared with others without prior permission.en_AU
dc.subjecthigher educationen_AU
dc.subjectdental educationen_AU
dc.subjectcurriculumen_AU
dc.subjectintegrationen_AU
dc.subject.otherincludes published articlesen_AU
dc.titlePutting it all together - a study of the integration of learning in dental educationen_AU
dc.typePhD Doctorateen_AU
dc.type.pubtypeDoctor of Philosophy Ph.D.en_AU
dc.description.disclaimerAccess is restricted to staff and students of the University of Sydney . UniKey credentials are required. Non university access may be obtained by visiting the University of Sydney Library.en_AU


Show simple item record

Associated file/s

Associated collections

Show simple item record

There are no previous versions of the item available.