Category: Soteekki, SAMK & Studying

Written by physiotherapy students Sangita Gurung and Iqra Batool

There is a reason that we humans are the smartest creatures in the world. Because we have acquired skills and knowledge that has helped us to progress and develop further. The key element needed to acquire such smartness is called education that has provided us with the knowledge of surrounding world and environment. Each country or culture have their own set of rules and curricula in their education system. Here we provide few examples of how education is provided to students in different environment and how each system differs vastly from one another. We have interviewed students coming from different part of the world and asked them about their experiences of education in their home countries. 

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Q1. What are your thoughts about schooling system in your country? 

Rassendyll (Cameroon): School provide good theory-based education and the student are very knowledgeable with theory content of the topic or subject. There is still lack of practical training because of lack of funding. In his personal experience the school or university environment was very active and a lot of interaction and exposure to different things were provided to him. He went to boarding school where he told us he learns skills like personal hygiene and organizing skills. He thinks that the skills he has today is all thanks to his exposure in his schooling days and it help him right now in his life either it is related to his personal or educational life. 

Karolina (Czech Republic): She mentioned that education is free in her country but way stricter according to her experience. According to her, methods of teaching is old school and memorizing the information is given priority over learning the actual thing. They had very frequent exams both written and oral throughout the semester. They are always graded for all the exams and the 1 is the best grade while 5 is the worst. Student does not have voluntary choices of the subjects as everything was mandatory. According to her the student are in constant pressure to be able to cope up and keep up with the pace of study. 

Matilda (Finland and Luxemburg): She had two different experience of schooling system and they were very different from each other. She had her primary education first in Finland and then her family moved to Luxemburg and then she started her schooling there. She mentioned that here in Finland children usually choose the school which is near to their area and learning environment is more relaxed as they do not pressure the children. Her experience in Luxemburg was very vastly different as school is chosen by parents according to their wishes that means it can be very far from their home and need longer time just to travel to and from the school. Studying environment was very strict and competitive. Children are examined and tested very often and are graded. Very long school days and you are forced to learn languages as you must at least know 3 languages in minimum. Studies were provided on the languages that you choose already at the beginning of your school first year. The education system was bit complicated as well. Most of the family comes from very prestigious professional background so the children had very much influence from early childhood. The school was very academic.  

Q2. What are your thoughts about education system here in SAMK? 

Rassendyll: Education in SAMK is job oriented basically the aim is to make sure that each student graduating from SAMK finds a job very easily and quickly. Overall, education/training is based on what is needed in that profession precisely. According to him, SAMK provides more practical training together with theory in each field, which is a good learning experience and gives motivation to learn new skills and earn new knowledge. Practical training makes a student be ready for work life which is great aspect in SAMK education. He as well mentioned that SAMK education is more focused for Finnish market. They target the job, employment for Finnish market. It would be great that the focus can be widen to more international market.  

Karolina: She mentioned that the studying environment is much easier here in SAMK, teachers are friendly, and they treat you equally. The focus of school is to help everyone to graduate. The school is modern and well equipped. Everything works smoothly here and is nice. Student events and organizations are a plus point. 

Matilda: She told us she had very good experience so far within SAMK and its education system. It is impossible to fail here which means teacher encourages us to pass and graduate and give all of us fair chances to succeed. Teacher and staff are supportive. Food is cheap as well. 

Q3. How do you compare both education systems? 

Rassendyll: According to his experience he told us back in his country social activity, interaction plays a huge role and is part of education system. They had various clubs’ activity provided to student for enhancing their additional skills. They had journalism club, sports club, writing club and many more kind of clubs provided by universities to students, and it helps their social skills as well. While in SAMK he has not been exposed to any kind of these activity and even though there are games and social event parties they are very closed group.  

Karolina: She told us sometime forced environment prepare you for upcoming life difficulties. According to her even though things were hard and pressurized during her academic year in her country still it has taught her various skills that is useful now in her life. While in SAMK she said she has right to choose that put her to ease. 

Matilda: She said both schools have its own strength and helped her to develop. She said the schooling in Luxemburg made her competitive and she gained language skills while in SAMK you have right of choice. Workload in SAMK is easier and you have free days which help student to work on their pace instead of pressurizing themselves.  But sometimes she finds herself less motivated to use free independent time to study as she need push from within herself. 

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Wao, amazing! Each of their experiences differ so much from each other and from SAMK education system. Almost all of them have had strict school environment which has affected their future greatly, in some ways the effect has been positive while in other ways it’s been negative. Having a strict environment helps the student to be well-behaved, responsible as well as improve social and personal skills while on the other hands it can also have negative effect especially in regards with mental health. 

In our opinion, it is important to make sure that the schooling being provided to students should be thoroughly planned and implemented with giving equal rights to all students. Students do not learn by memorizing subjects or studying theories, they learn by understanding and practicing their skills to be able to become successful in life. They deserve to be given choices and chances in life to find the best and suitable career for themselves. It is important to motivate them instead of being too strict with rules which often results in demotivation of learning new things. With that being said, rules and regulations are extremely important to be able to make a system work and to be able to teach students the values and its importance. Rules are important but students’ wellbeing should not be affected by those rules. 

With this, we would like to end this blog here by saying thank you to the readers. We would like to mention to the readers that everything written in this blog is pure personal opinion and personal experience of different students. Hope you enjoyed reading😊. 

Written by nursing student Tatenda Malan

At Soteekki practice there is possibility to take advantage of any opportunity to further prospective careers, noting that making available opportunities strengthen both student personal and professional development.

Julien Bobet is a second year physiotherapy student and has just completed a successful entrepreneurship internship with Soteekki. During his five-week period, Bobet worked diligently to promote various social and health projects, including a hands on experience at podcasting.

We spoke to Bobet and asked him if he  had any prior experience of doing podcasts and what inspired him to do podcasts.

Doing podcast at Soteekki was Bobet’s first and only experience doing podcast: “I like to have a conversation with people and get the time develop a subject.”

“The good thing of it is its uncertainty, you can plan questions and time, but you want to have a conversation with your guest and you never know where it leads. Of course, you can always come back to tracks but never be afraid to dig in an information your guest gave you,” he adds.

For him to be able to do the podcasts, Bobet explains that he had to develop a concept by identifying the goals. Once the goals were in place, it was time to personalise the podcasts by selecting themes he always had in mind that which he thought he shared with listeners.

First podcast was about physiotherapy as a preventing tool. They interviewed physiotherapy teacher Maija Kangasperko and discussed on how to implement physiotherapy as a preventative therapy to patient before it’s too late, and to see what support there is from government, organization. Second podcast is made about having practical training in RoboAI Lab. Podcasters were interested in the implementation of new technology in health care and asked student Lorenzo Roccheggiani´s personal thoughts about his practice. Third was about triathlon and interview was done with teacher Kati Karinharju. They talked about her journey in the sport, community, training, different distances, and the fact that having fun can go together with performance. 

Bobet advices for effective podcast interviews, podcasters must prepare carefully, focusing on questions that induce the interviewee to talk freely. “Gathering with your pair, suggesting ideas, agreeing on a topic and a guest and writing some questions. What you are passionate about or just like the topic you kind of  know what you talk about, you share the experience and or you learn.”

He adds, “have on mind that you only have 20 minutes, and that goes fast so if you have a guest, it’s nice to let him or her talk as much as possible.”

Asked what he learned from doing podcasts and possibilities to enhance his own professional knowledge, Bobet says “learning from personal experience is great you can relate to it. People have great stories to tell when they are passionate about the topic. If you have fun or are inspired during it there are great chances for the listeners to feel the same.”

“Be interested in the story your guest tells more than in your questions. Podcasts are meant for discussion not for interviews.” He says that asking unwritten, and the information the guests helped him grow professionally, “I think that will help me when interviewing patients before treatment.”

There are 6 teams within the Soteekki, in which each student can participate. The students themselves get to choose for which team they would be interested in. Based on the interest, the supervisors divide the students into teams, taking into account the students’ wishes as much as possible. Students can belong to a few teams, even now each Soteekki student is on two different teams. The teams are the international team, some and blog team, maintenance team, well-being team, experimental workshop.

International team, (KV-TEAM)

The tasks of the international team include helping students in translation situations. In other words, they help Finnish-speakers in English and take into account that international students understand what is happening in Soteekki, for example, weekly meetings are mainly held in Finnish, so the members of the international team are scattered around the international students, and they help with translations when needed. The international team members also translate Soteekki materials into English, such as translating the reading order.

Social media and Blogteam

Social media team takes care of the social media of the Soteekki, such as Instagram, facebook and tik tok. Updates may be made according to schedules agreed between your team. However, it would be desirable for updates to appear several times a week. Updates can be made on events, everyday life and services, for example. However, when updating on the social media, the customer must not be identified. Someteam can also maintain this Soteekki blog.

Sotekkki’s social medias:

Instagram @palvelukeskus_soteekki

Facebook @palvelukeskus_soteekki

TikTok @palvelukeskus_soteekki

Maintenance team

The maintenance team takes care of the inventory and cleanliness of the cabinets and warehouses at regular intervals. They also take care of repairing broken items. The maintenance team inspects the first aid kits once a month and, if necessary, take care of replenishing it. This way, during Corona, the maintenance team makes sure that masks and hand sanitizers are always available at the office. It is up to the members of the maintenance team to report the ordering of the missing goods and any equipment. However, all Soteekki have a responsibility to report if they notice anything necessary is missing or out of stock.

Work wellbeing – team (TYHY TEAM)

The wellbeing at work of the team, ie Tyhy team, includes taking into account the well-being of Soteekki’s work community. For example, they can organize surveys or events for Soteekki or even students of the whole SAMK. The Tyhy team organizes reliefs for weekly meetings, which can be, for example, a break exercise or any other relief. Former team members have organized coffee moments, photo orienteering, introductions and various work well-being afternoons, among other things.

Kokeilimo

In order to support accessibility, the Kokeilimo team presents various alternatives, such as aids for both physical and sensory accessibility. The team is responsible for introducing the Kokeilimo room to both customers and Soteekki students.

A blog post written by a nursing student Elmer Valkonen