Telling 'Billy's story': creating a Massive Open Online Course (MOOC) in Child and Youth Care studies
Graham McPheat and Aidan Johnston, University of Strathclyde
This poster explores the development of a Massive Open Online Course (MOOC) – Caring for Vulnerable Children – and the way in which it was used to help recruit students to a completely online distance-learning Masters level programme focussed on Child and Youth Care (CYC) Studies.
Assessing nursing students in practice: a mixed method evaluation of a unified assessment document
Lesley Baillie, London South Bank University
The aim is to present results from an evaluation of a new unified pan-London practice assessment document (PLPAD) for student nurses across London. The objectives are to present: 1) The rationale for the collaborative development of the PLPAD across 9 universities; 2) The research design for evaluating the PLPAD during the first year of implementation; 3) Key results from the evaluation and implications for practice. Student nurses’ practice assessment by mentors carries equal weight with theoretical university-based assessment. Following implementation of the PLPAD in 2014 a mixed method cross-sectional survey was conducted in March-April 2015. An electronic questionnaire elicited responses from 1205 student nurses and 258 mentors. Focus groups were conducted with students (n=51 6 groups) mentors (n=46 7 groups) and academic staff (n=42 6 groups). The focus group data were analysed using the Framework approach. Most participants viewed a unified approach to assessment was beneficial.
Getting ‘the’ job
Charlotte Burnside, Birmingham City University
An overview of initiatives and future proposals within the Department of Radiography programmes at Birmingham City University to increase the awareness in Radiography students of the importance of reparing for the transition into employment.
Although the department of Radiography has had a consistently high percentage of graduates going straight into employment (94% 2015) it has been identified by employers that the students are lacking confidence often weak at making themselves standout at interview and do not present a continued professional development portfolio to potential employees.
Several schemes are built into the programme to improve individual student’s employability and confidence to present themselves so they get ‘The’ job in an increasingly competitive job market. Schemes include employability week mock application submission shortlisting of applications by clinical staff mock interviews eportfolio building a radiography careers fair and a nearly qualified day.
What the Flip? How to embed flipped learning into your teaching and learning practice
Ros Chiosso, Leeds Beckett University
This poster will reflect our experience of flipped learning and the way it can enhance student engagement and performance within an HE Health and Social Care programme. Our aim is to share the positive learning gained from this experience demystify the process involved and encourage others to consider using a flipped approach as part of their teaching. The objectives are to produce a visual narrative that captures our motive explains the technical process involved in producing materials and identifies the student’s experience of flipped learning through feedback and evaluation. Finally the poster will offer a pedagogical reflection on what makes this approach innovative performance enhancing and highly relevant to a new generation of learners and health and social care practitioners.
Transition to an online postgraduate degree programme
Alison Clapp, Newcastle University
There is much research on transition from secondary to tertiary education but little on undergraduate to postgraduate level especially for online courses. Expectations of students align to motivation so encouraging smooth transition should improve engagement and retention in online Masters-level courses addressed in the following study:
Aims:
- To discover staff perceptions and students’ expectations of the online experience in a Masters of Research (MRes) (Musculoskeletal Ageing) and a Clinical and Health Sciences MSc.
- To provide online learning opportunities to manage student expectations and provide postgraduate skills knowledge enabling students to make the transition to postgraduate study
Objectives:
- Develop a framework for providing feedback to students throughout course
- Design and utilise materials for interactive induction session
- Evaluate and re-design/ design additional materials
- Re-iterate cycle
This first aim has been achieved through objectives 1 and 2. The study continues.
The Macmillan Cancer Care Facilitators Project
Helen Clegg, Frimley Health Foundation Trust
The number of people being diagnosed with cancer is rising and more people are surviving cancer than ever before. As a result of this a major emerging issue is the need to address the awareness skills and confidence of the generalist workforce in relation to the care of cancer patients. To address the needs of those affected by cancer and ensure that the health care system is able to meet the challenges ahead relevant development of health care professionals is essential. This is the focus of the three year Macmillan Cancer Care Facilitator project in conjunction with Bucks New University.
‘Meet the professional’: Speed networking with Manchester Medical School alumni
Isabella Fairclough, Manchester Medical School
Background: We wanted to help our students gain insight into different medical career pathways and to inspire them to consider their employability further. Considering the evidence that students learn best from those who have recently been in their shoes we ran a series of Medical Careers Speed Networking events with our Medical School alumni.
Summary of work: Each event recruited between 6-8 alumni from different specialties and attracted up to 30 Year 3 or 4 Undergraduate Medical students. All events started with a short careers based presentation followed by café style networking. Each alumnus sat at a separate table and students rotated to talk to them for a 10-minute slot. Conversations were given structure by preparing students with a workbook with suggested topics for discussion and room for notes.
Evaluation of these events showed that:
- 100% of students agreed they felt ‘motivated to take action regarding their career (Seek careers advice update CV source further opportunities).
- 100% felt that the events had increased their confidence in networking with professionals.
- Students were particularly keen to connect with Foundation Year doctors who are only a few years ahead of them.
Take home messages: Speed networking careers events with Medical graduates can be a useful tool to encourage students to explore their employability opportunities. They are simple to organise (although reliant on volunteer alumni) and well received by students.
A proposed study on dyslexic students’ perceptions of the assessment strategies used on one pre-registration nursing course - a sequential mixed method study
Tamzin Dawson, London South Bank University
A proposed study on dyslexic students’ perceptions of the assessment strategies used on one pre-registration nursing course- a sequential mixed method study. The current BSc nursing programme is about to be redesigned and therefore findings from this study can assist in the development of the assessment strategies to be used on the programme ensuring there is an inclusive assessment practices for all embedded in the curriculum.
Entering the Dragons’ Den: A new approach to dental undergraduate teaching and learning
Susan Jenkins, Cardiff University
To develop a new approach to help dental undergraduates learn about a range of ‘novel’ options to manage dental decay.
A “Dragons’ Den” format was used to develop an interactive session in place of a lecture. Students attended in groups of twenty and were subdivided into small groups of four. A short explanatory briefing was provided. To springboard the learning each quartet was given a folder containing material about one ‘novel’ method of managing dental decay. Groups were then given a short time (2hr 30min) to research their option after which each ‘made a pitch’ to convince their peers that their method was the best. Student feedback was overwhelmingly positive about the session. While not new to higher education this format had not been used before in the School of Dentistry Cardiff University to support undergraduate learning. It could easily be adapted to suit other healthcare domains.
Higher education has a key role to play in the development of highly qualified and skilled graduates teaching theoretical and formal knowledge whilst preparing students for the work-place. A range of approaches and methods can be used for embedding employability into curricula but most studies suggest that work-based experience and/or employer involvement in courses has the greatest positive impact. This poster reports on students’ perceptions surrounding different approaches to the delivery of placements which occur naturally within an academic programme for healthcare scientists at a post 1992 Higher Education Institution. The students’ insights into the nature of the placements the impact of the role of the placements in facilitating the development of skills for the workplace and their reflections on how they perceived work-based placements as a preparation for practice will be discussed.
Multi-disciplinary collaboration in online learning
Eleanor Lockhart, Newcastle University
When delivering online postgraduate courses we aim to ensure that learning is applicable to professional practice. An online delivery method allows students to form a community of practice and to appreciate multi-disciplinary perspectives with participants from a variety of professional backgrounds from around the world. However reduced engagement in collaborative activities can be a barrier to the formation of a community of inquiry.
This poster discusses the redevelopment of an online oncology module and outlines the pedagogical and scaffolding changes implemented to encourage genuine collaboration as part of a “virtual MDT”. Students were full-time healthcare professionals and the update aimed to utilise their experience requiring them to apply their existing knowledge from practice to authentic case studies whist developing an understanding of other perspectives in multidisciplinary decision making. Outcomes of the project were assessed using student feedback and building on its success additional aspects have been highlighted for future incorporation.
The constructively aligned summer school - influencing a values-based selection process
Jane Mair, Robert Gordon University
Flipping the practice based classroom – can it support development of practitioner capability?
Jane Martin, University of Wolverhampton
This study investigated the role of ‘flipping’ the classroom to support the development of practitioners in the field of gynaecological cytology; addressing development of their knowledge and practical application in the clinical setting. ‘Virtual lectures’ were accessed outside of ‘class time’ allowing more time for students to engage in active learning under tutor supervision. ‘Flipping’ was used to support two gynaecological cytology training courses with cohorts of eight trainee pathologists on the first course and six on the second. Trainees’ identified that ‘flipping’ provided them with more time during face-to-face sessions enabling a greater depth of questioning and engagement with their tutor. Having already watched the lectures trainees were able to attend the sessions having identified areas in which they needed additional support and development. Trainees reported they had more time to concentrate on developing their skills and practise under the guidance of the tutor so developing their capability in gynaecological cytology.
An overview of reflective learning in Years 1 and 2 of the medical curriculum at the University of Liverpool
Emma Nelson, University of Liverpool
Reflective practice is a method of continual learning from clinical experience identifying learning needs and implementing changes in practice. It is an important learning tool for both medical students and qualified doctors. Despite the importance of refection medical students in their earlier years can struggle to see its value and are often reluctant to engage with the process beyond superficial levels. In Years 1 and 2 of the
MBChB Curriculum at the University of Liverpool reflective practice is taught and assessed via several modules using a variety of approaches. We describe those approaches and discuss our methods for developing a standardised framework for reflective learning with the aim of increasing consistency of teaching and assessment and improving student engagement and performance.
Innovation in student engagement in Health and Social Care
Jasper Shotts, University of Lincoln
A poster to accompany Session 1.4 designed for curriculum developers programme leads and especially those interested in student engagement and experience. It shares the research outcomes from University of Lincoln's Pedagogies of Partnership project which has been evaluating new approaches to staff-student partnerships for teaching and learning. This workshop uses the HEA's framework for student engagement through partnerships as a map to walk delegates through a series of innovative teaching projects and see what they look like within a Health and Social care discipline.
What Works? in dementia training and education: a critical interpretive synthesis of the evidence
Claire Surr, Leeds Beckett University
The need for an informed and effective dementia care workforce is highlighted within a variety of national reports and policy documents. However identifying the components of effective programmes for this heterogeneous workforce is complex. Some studies educational programmes can improve staff confidence in and attitudes increase staff knowledge and abilities and lead to improved outcomes for people with dementia. However other studies report educational programmes that lack efficacy or sustainability of impact over time. To date there have been few systematic reviews of the literature on dementia education and training and none which examine efficacy of different models of implementation across the whole health and social care workforce. This poster ill present the outcomes of a systematic review of the evidence conducted using a Critical Interpretive Synthesis methodology. It will summarise the characteristics of the existing literature and its implications for designing effective dementia training and education programmes.
Student- led tutorials in speech and language therapy: promoting employability
Kate Tucker, Cardiff Metropolitan University
Speech and Language Therapy (SLT) students are required to develop professional skills alongside their knowledge to prepare them to be effective members of the workforce. Employability skills that have been identified as particularly relevant for SLT include effective communication independent learning team working taking responsibility and workload management. A series of student-led small group tutorials were designed for final year undergraduate SLT students to promote employability skills. These tutorials were organised and run by the students. Each student was required to prepare and give a five minute presentation on a pre-specified clinical topic. This was followed by a student-led discussion. Each tutorial had an allocated minute taker noting attendance summarising content and key learning points. This was designed to mimic peer learning in the workplace. Overall students evaluated the experience as ‘excellent’. They also indicated a sense of improved employability skills clinical knowledge and confidence.
Development of employability skills: Do supervised work placements change students’ perceptions of employability?
Martin Khechara, University of Wolverhampton
Higher education has a key role to play in the development of highly qualified and skilled graduates teaching theoretical and formal knowledge whilst preparing students for the work-place. A range of approaches and methods can be used for embedding employability into curricula but most studies suggest that work-based experience and/or employer involvement in courses has the greatest positive impact. This poster reports on students’ perceptions surrounding different approaches to the delivery of placements which occur naturally within an academic programme for healthcare scientists at a post 1992 higher education institution. The students’ insights into the nature of the placements the impact of the role of the placements in facilitating the development of skills for the workplace and their reflections on how they perceived work-based placements as a preparation for practice will be discussed.
