Session 8.1: Enhancing employability – speech and language therapy undergraduates as trainers
Health
Ms Franscesa Cooper Cardiff Metropolitan University
An assessed training event designed for final year speech and language therapy students incorporated most HCPC employability skills. A cohort of 26 students each researched a new topic designed and delivered a 20 minute practical training which included a question and answer session to a group of five peer ‘learners’. Learners gave feedback in designated categories (e.g. content engagement Q and A etc.). ‘Trainers’ later edited their videos. The assessed training portfolio comprised: edited video clip; reflection; literature review; supporting materials.
Subject knowledge and employability skills were enhanced by creatively drawing on evidence and techniques from a range of evidence based sources. Despite logistical challenges delivering concurrent training in different rooms and video editing students’ evaluation was very positive: 96% considered it ‘relevant/very relevant’ to their future job and 100% found learning from others’ training ‘interesting/very interesting’. Teaching and learning from each other had also fostered a new professional identity of ‘trainer’.
Session 8.2: Developing qualitative theory-based indicators of training quality: A survey of core psychiatry training quality
Medicine and Dentistry
Dr Farshad Shaddel Dr Marjan Ghazirad and Dr Denis O'Leary NHS and Oxford University
Background: Ten years ago concerns were raised that quality of postgraduate training would be compromised by socially economically and politically driven changes in the UK; which might have contributed to the current recruitment and retention crisis. We aimed to test these concerns through a survey of trainees’ experience.
Methods: A cross-sectional survey of Oxford Deanery core psychiatry trainees recruited between 2005 and 2013. The Cognitive Apprenticeship Model (CAM) was used as quality indicator.
Results: Satisfaction ratings were high and there was no significant decline in quality of training. The apprenticeship (e.g. coaching) rather than cognitive (e.g. reflection) elements were rated as best aspects of training experience. Reduction of autonomy and decision-making post 2007 was evident.
Conclusions: Training methods persist and satisfaction rates remain high. The value of the clinical supervisor role is emphasised supporting trainer accreditation. The findings provide support for concerns re independent practice development in trainees. The CAM should be considered as a better quality indicator in assurance processes.
Session 8.3: Embedding employability into the health and social care curriculum: perceptions of the stakeholders
Nursing and Midwifery
Dr Swapna Williamson Janice Forbes-Burford and Ramona Minette University of West London
The development of students' employability skills is high on the agenda of Higher Education Institutions (HEIs). This paper investigates the current issues regarding employability of students. It identifies categorises and ranks employability skills in health and social care from the perspective of key stakeholders. The objectives are:
- to identify employability skills as perceived by the stakeholders;
- to note the elements of employability in the current curriculum;
- to identify best practice in developing appropriate skills for the workplace.
Delphi technique will be used to obtain information from stakeholders comprising of students academics employers and service users. Forty participants - 10 each of students academics employers and healthcare service users will be surveyed. Responses will be analysed using a narrative synthesis to identify perceived key attributes of employability. Recommendations will be made based on results. The conclusion will summarise the analysis of the results of evidence based information.
Session 8.4: Developing student capability and employability in biomedical science awards
General
Dr Elizabeth O'Gara Ms Sara Smith Dr Martin Khechara Ms Karen Kendell and Mr James Hudson University of Wolverhampton
- Describe the creative and innovative ways I have embedded employability within a level four module (year one) BA (hons) Social Work degree.
- Share some of the ways I went about finding my own way as a lecturer to think about employability.
- Identifying opportunities which can support the employability prospects for students within teaching (stakeholders and university resources.
I address the concept of employability from the first day of the first week that students begin the programme. The innovative and creative ways I use to embed employability is shaped by the Professional Capabilities Framework (Social Reform Board 2012). The various components addressed in the module support students in developing social work knowledge skills and aptitude practice educators seek when interviewing level 6 (year two) students for a practice placement. Having the necessary employability skills is imperative as students compete for placements with neighbouring HEI’s for a placement.
Session 8.5: An introduction to the HEA Embedding Assessment Retention and Employability in Higher Education Frameworks
General
Hugh Mannerings and Sam Elkington Higher Education Academy
