Session 2.1: Innovations for learning of Neuroanatomy: Active learning and creativity
Health
Ms Colette Beecher Sheffield Hallam University
Background: At Sheffield Hallam University the occupational therapy students are taught neuroanatomy applying active learning approaches which include drama model making games and student presentations.
Application to education and practice: It is necessary to apply approaches to learning which are evidence based and considered effective by the learners in the context of occupational therapy.
Workshop proposal: To introduce active learning theory and evidence as an effective approach in relation to science based subjects.
- To illustrate methods/mediums utilised in learning Neuroanatomy at Sheffield Hallam University.
- To engage participants in active learning and creative approaches around the field of neurology.
- To allow participants to evaluate their learning experience
To conclude results from a recent evaluation study will be discussed. The study aimed to identify students’ preferred active learning approaches to understand neurology and evaluate if this correlates with preferred learning style or through an elective learning approach.
Session 2.2: Mobile Apps: A way forward to teach expert thinking in Health and Social Care
Medicine and Dentistry
Dr Marjan Ghazirad and Dr Denis O'Leary NHS and Oxford University
Background: The ultimate goal of training in health and social care is to develop experts. Clearly opportunities and time for workplace learning are fundamental to the development of expert thinking. Unfortunately the recent changes in medical training have reduced the “on-the-job” opportunities for medical students and specialty trainees.
Context: The alternative is to optimise the productivity of any learning opportunity. This can be done by “making expert thinking visible”. In this article we have discussed the pros and cons of using flowcharts and mobile apps as educational tools for teaching ‘expert thinking’.
Innovation: We propose the use of mobile apps as an appropriate alternative educational tool to make the ‘expert thinking’ process visible. The special considerations which differ between ‘app as a medical device’ and ‘app as an educational tool’ are being discussed.
Session 2.3: Supporting disciplinary focused academic and professional transition through student peer teaching
Nursing and Midwifery
Mrs Julia Winter and Mrs Emma Inness Oxford Brookes University
This session describes a teaching fellowship awarded to explore how peer supported activities can help students to achieve professional transition into nursing. Pre-registration nursing education recruits students from a varying demographic so transition needs may vary.
Gale and Parker (2012) propose that transition activities can be conceptualised as ""induction"" – pertaining to institutional requirements and expectations ; ""development"" – pertaining to the development of an HE identity and ""becoming"". Whilst the latter concept is yet to be understood in research and practice it relates to developing an understanding of how to function within a disciplinary identity.
Observation and experience tells us that junior students orientate themselves to senior students in practice settings . As a development of an existing inter year buddy system senior students helped plan and lead a number of core disciplinary focused activities intended to develop academic self-awareness and foster academic and professional self-efficacy problem solving and resilience.
Session 2.4: Telling 'Billy's story': creating a Massive Open Online Course (MOOC) in Child and Youth Care studies
Social Work and Social Policy
Mr Graham McPheat Mr Aidan Johnston Mr Howard Ramsey University of Strathclyde
This paper presentation (and poster) will explore 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 focused on Child and Youth Care (CYC) Studies.
Session 2.5: Midwifery Education Flipped - are we throwing the baby out with the bath water?
Nursing and Midwifery
Mrs Jacqui Williams and Mrs Louise Walker University of Nottingham
Midwifery students have a range of learning needs and differences. Our aim is to deliver an innovative curriculum that reflects a dynamic midwifery programme meeting the range of learning needs of our midwifery students. The Division of Midwifery at the University of Nottingham has re-written its curriculum to adopt a 'flipped' approach to module delivery; working closely with learning technologists and academics in the Health E-Learning and Media team to develop and enhance the curriculum. The aim of the workshop is explore this approach in undergraduate programmes and consider the strengths and weaknesses of this approach.
