What denotes progression in laboratory learning? Analysing a pharmaceutical bachelor programme
This paper explores the learning progression within laboratory education.
Based on interviews with students and teachers in the 3rd year of a pharmaceutical program, it aims to characterize the learning progression across cognitive, social, and affective learning domains and on a structural programme level.
The study shows that instructors and students perceive learning progression as evolving from structured coursework to more autonomous thesis projects and highlights independence as a crucial element.
Click on the icon below to read more.
