|
Keynote: Leading change in assessment and feedback to promote health practitioner learning
Terry Kana, Senior Lecturer in Tropical Nursing and Midwifery and Dr Christos Petichakis, Reader in Education, Liverpool School of Tropical Medicine
Terry Kana and Christos Petichakis will present their work to review the content and assessment process of the Diploma in Tropical Nursing at the Liverpool School of Tropical Medicine. The Diploma aims to provide learning on tropical diseases and the complexities of public health issues, as well as enhancing critical appraisal skills, cultural competency and reflection on the decolonisation of health.
From observing students in class, it was evident that the focus of attention and increasing individual stress was to pass the end of course examination rather than reflect on and apply new knowledge. To tackle this issue, an alternative approach to assessment was designed – a ‘patchwork’ of small individual tasks throughout the course, together with a briefing document for a non-technical audience. Terry and Christos will describe and reflect on the changes in the light of feedback from the students and the external examiner.
Their talk will provide stimulus for further thinking about implementable possibilities for designing assessments that support and improve student learning in our specialist subject areas.
|
Session 1: H2.6-7 11.30am-1pm
|
|
Digital opportunities for teaching and research
- Research Data Management & Open Access Publishing at St George’s: Jennifer Smith, Research Publications Librarian and Sarah Stewart, Research Data Support Manager
- 2. Formats to deliver teaching: Sheetal Kavia, Digital Education Manager
- EdTech Projects: ideas, progress and upcoming work: Centre for Technology in Education
This session will include presentations from colleagues from the St George’s library research services and from the Centre for Technology in Education. They will be sharing tips and tools for developing online courses and publishing research open access, as well as broader opportunities for teaching staff to enhance their practice through technology, such as digital portfolios for workplace-based assessments, virtual reality and generative AI, and support for digital accessibility.
|
|
Session 2: H2.8 11.30am-1pm
|
|
Developing thinking
- The Importance of written assessment of learning in the Clinical Pharmacology and Biomedical Science Laboratory: Efi Papaevangelou, Lecturer in Cellular Pharmacology and José Saldaña, Senior Lecturer in Biomedical Sciences
- Mind mapping & Deliberate Practice: A tool to teach clinical Reasoning: Kassiani Iliadou, Clinical Teaching Fellow in Acute Medicine, St George’s Hospital
- Reflecting on Reflective Practice: Nithya Balchandra, Priya Odedra, and Rowan Wilson, students on Open Spaces modules
This session will share teaching interventions from a range of programmes, covering ways to develop student thinking through mindmapping and thinking frames such as MORE (Model-Observe-Reflect-Explain), and students’ experiences of developing their reflective skills in ways which are critical, creative and embodied, within the Open Spaces co-curricular modules.
|
Session 3: H2.6-7 2-3pm
|
|
Virtual Reality scenarios for clinical training: Evaluation and demonstration
Luke Woodham, Jonathan Round, Sophie Vaughan, Baba Sheba
This session evaluates the use of three VR simulations in Paediatric resuscitation, exploring the impact upon clinical training and the student learning experience. The technology will be demonstrated within the session, and results of the evaluation covering four paediatric consultants and two technologists will be shared.
|
|
Session 4: H2.8 2-3pm
|
|
Patient-centred learning and communication
- Patient and Public Involvement in the cancer theme of BSc Clinical Pharmacology: Efi Papaevangelou, Lecturer in Cellular Pharmacologyand Fu Liang Ng, Clinical Senior Lecturer in Clinical Pharmacology
- Learning through Lived Experience – an educational method to enhance healthcare students’ insight into the perspectives of patients: Simi Bhachu: Biomedical Sciences student 3rd year
- How do you teach inter/intra-professional communication skills?: Developing a framework to guide oral presentations of clinical examinations: Kate Barrett, Clinical Teaching Fellow in Acute Medicine
This session shares research and teaching enhancement initiatives around patient-centred learning and communication. We will hear about work to embed Patient and Public Involvement (PPI) in the Clinical Pharmacology degree, specifically through the involvement of cancer survivors within the cancer curriculum, 3rd year student Simi Bhachu will present an undergraduate research project investigating the effect of learning from patients with lived experience on the empathy of medical students, and Clinical Teaching Fellow Kate Barrett will present her work on using the ‘Decoding the disciplines’ framework to enhance students’ communication of clinical findings during bedside teaching.
|
Session 5: H2.6-7 3.15-4.15pm
|
|
Personalising support
- Optimisation of placement support for final year medical students through VLE engagement metrics analysis: Nicola Buxton, Luke Woodham, Zaid Gandhi, Baba Sheba
- Addressing pedagogical challenges to teaching neurological examination to students with ADHD: a case study: Hassan Farid, Clinical Teaching Fellow in Neurology
In this session we will hear about a project to analyse virtual learning environment and student contact metrics for final year medical students to evaluate student engagement and understand how placement support can be optimised. Hassan Farid, Clinical Teaching Fellow in Neurology, will share the challenges that objective structured clinical examinations (OSCEs) can pose for students with Attention Deficit Hyperactivity Disorder (ADHD), and ways of structuring tailored pedagogical approaches to address the specific learning needs to students with ADHD in clinical education.
|
|
Session 6: H2.8 3.15-4.15pm
|
|
Planning curricula
- Integrating Teams Based Learning (TBL) into a Case Based Learning (CBL) and Problem Based Learning (PBL) curriculum: Dean Semmens, Senior Lecturer in Neuropharmacology
- Using Threshold Concepts to develop an introductory biology module: Axel Nohturfft, Senior Lecturer in the Centre for Biomedical Education
In this session Dean Semmens provides an overview of Team-Based Learning (TBL) as a pedagogical approach and discusses how it has been successfully implemented into the Medicine course at St George’s, including the challenges of integrating TBL alongside existing CBL and PBL-based curriculums. Next, Axel Nohturfft will share the use of a progressive set of threshold concepts to re-design a Human Biology module for year 1 Master of Pharmacy students, suggesting such use of threshold concepts as an effective and appropriate tool for the development and evaluation of modules across university curricula.
|
|
|
|