An Introduction to Telecare and Telehealth - driving improvement through partnership working
Authors: Kay Phillips, David Barrett, Judith Clarkson
Intended Learning Outcomes:
- understand the role of the Health Innovation Education Cluster
- discuss the model on which the collaborative partnership was based and why it was successful
- understand the early findings from evaluation of the module, including feedback from professional bodies
- recognise the broader workforce development needs related to telehealth and telecare
- identify methods for incorporating telehealth and telecare e-learning into undergraduate and postgraduate learning
The main objective of the workshop will be to explain how an innovative telehealth e-module was developed by a public/private sector partnership, and how the learning from the project will be transferred to the development of other learning objects.
This workshop will discuss how a multidisciplinary consortium (Yorkshire and Humber Health Innovation Education Cluster (HIEC), Sheffield Hallam University, the University of Hull, Virtual College and the Advanced Digital Institute) worked to develop an online learning resource focused on telecare and telehealth. In addition to discussing the resource itself, the workshop will look at broader workforce development needs in relation to assistive technology, telehealth and telecare.
This is the only online telehealth/telecare module designed for a wide audience of health and social care professionals and for service users and their carers.
Technology will be central to the delivery of future services, especially given the demographic and financial pressures facing health and social care. All students will need to understand telehealth and telecare delivery models. The module has been developed in response to that need.
The module aligns with Embedding Informatics in Clinical Education (e-ICE) and has already been incorporated into undergraduate and postgraduate curricula in two universities. It has also been favourably received by the Nursing and Midwifery Lead in the Clinical Division of the DH Directorate of Informatics.
The module is a new development but c300 learners have accessed the package since mid-December We will be reporting on the evaluation findings and the ways in which it is being used in service and education.
Telehealth and telecare requires new ways of working with service users. The module to be discussed within the workshop provides students with the knowledge to address these challenges.
Attendees: all those interested in telehealth and telecare, new models of service delivery and cross-sector collaboration to develop educational products. Educators with responsibility for inter-professional learning and /or contemporary issues in health and social care would also benefit.
Enhancing high-fidelity simulation self-reflection and feedback through use of the Matrix Marking System
Authors: Mike Dickinson, Jacky Hanson, Gale Parchoma, Maria Zenios, Mark Pimblett, Susan Maxwell, Armineh Shahoumian
Intended Learning Outcomes:
- ability to discuss how real time “tagging” can enhance video based feedback to learners participating in training scenarios.
- ability to discuss how incorporation of the Matrix Marking System into current training regimes may enhance and develop learners and facilitators experience and personal reflection, thus allowing for a more in depth personal review of performances.
In 2009-10, 638 undergraduate students and 456 foundation year, postgraduates and allied health professionals in the Lancashire Teaching Hospitals NHS trust attended high-fidelity simulation (HFS) training. DeMaria and others (2010) have provided evidence that HFS “using physiological model-driven, life-sized manikins with measurable vital signs and other ‘real’ attributes can create ‘true-to- life’ experiences for learners” (2010, p. 1006) See also Bradley (2006) and Gaba (2004). However, limitations on HFS use in medical education include concerns around cost-benefit (2004), transfer from simulation to clinical practice, lack of expert instructors and curricula, equipment maintenance and technical problems, learner attitudes toward simulation, and scarcity of convincing evidence of the effectiveness (McFetrich, 2006). A pressing issue in the use of HFS in medical education is the development of cost and time effective validated self-reflection and feedback tools. This workshop will provide participants with an opportunity to examine use of the Matrix Marking System (MMS) in HFS human factors scenarios, using Studio Code© as a platform for linking feedback data to video recordings of HFS training sessions. By linking MMS data to video significant benefits can be achieved in time and cost effectiveness, as well as specificity of feedback on learner performances. Data entry devices can include desktop and laptop computers, iPad, iPhone or iPod Touch devices. An interactive demonstration of the MMS will include a question and answer session. Future directions in this programme of work, including exploring avenues for learner self-reflection and extending peer reviews in HFS debriefing, will be presented for critique. Intended learning outcomes include increased awareness and skill in using technology to enhance HFS assessment and feedback. This workshop will contribute to developing new routes toward validating HFS medical education through enhancing feedback with MMS technology.
Attendees: This workshop will benefit undergraduate and graduate clinical educators, as well as nursing educators.
Exploring the learner experience of ePortfolios for feedback in healthcare education
Authors: Susi Peacock, Sue Murray and, Alison Scott
Intended Learning Outcomes:
- an overview of the findings of the study
- a compared and contrasted learner experiences of feedback, its role and purpose in learning
- discussion of the potential for ePortfolio for broadening and deepening learner engagement with feedback
- an introduction to guidelines about implementing the student-centric approach to feedback for dissemination with colleagues
Feedback is highly complex, multidimensional, fulfilling many roles but without it most learners cannot flourish. Indeed healthcare learners believe that without feedback patient safety may be compromised. Feedback is particularly complicated in healthcare programmes because it must reflect the diverse range of skills and competencies that learners need to develop for their future professional careers; unfortunately, feedback is often provided to learners in less than ideal conditions in the clinical setting.
This workshop for feedback providers (e.g. tutors, clinical placement supervisors) will call upon the findings of a twelve-month study based on three case studies in: nursing, physiotherapy and radiography to generate discussion about learners’ experience of feedback, and feedback provided through an ePortfolio. The findings of the study indicate that students like receiving feedback through an ePortfolio but do not engage significantly more than with paper-based feedback. We will then use the discussions in the workshop as a springboard, to outline our emergent approach to feedback for healthcare learners. The aim of the approach is to extend student engagement with feedback which should lead learners in the healthcare professions to develop, over time:
- a more informed sense of their skills and achievements;
- appropriate skills and knowledge to become independent life-long learners.
Tutor guidance is offered to support working with learners to develop a feedback dialogue and outlines how an ePortfolio can be used to facilitate this approach.
How to develop and implement navigable curriculum maps
Authors: Simon Cotterill, Paul Horner, John Peterson, Gordon Skelly, Tony McDonald, Steve BallIntended Learning Outcomes:
- identify innovative ways in which technologies can enhance curriculum maps
- understand the key benefits of navigable curriculum maps to different stakeholder groups
- understand some of the costs and practical challenges for developing and implementing DLM (Dynamic Learning Maps)
Curriculum maps have an important role in learning, teaching, quality assurance and curriculum management (Harden, 2001), but key challenges are complexity and demands on staff time (Willett, 2008). Technology can help managing this complexity and provide the potential to reduce demands on staff time by integrating existing data sources (curriculum databases, institutional data, library resources etc), where these are available. This workshop draws on the experience of the JISC funded Dynamic Learning Maps (DLM) project, which has developed navigable and participative curriculum maps, and piloted them in Medicine, Speech Therapy & Psychology. See: https://learning-maps.ncl.ac.uk/ DLM enables students and teachers to navigate the formal curriculum, visualise it in a number of different ways (mind-maps, hierarchical text, lists etc), add personal notes/reflections, and make links between ‘elements’ (such as learning outcomes, taught sessions, cases, core presentations etc).
This workshop will give participants a ‘hands on’ experience of developing a map during group work and importing this into DLM. Participants will also be provided with an overview of the purposes, processes and benefits of navigable curriculum maps to different stakeholder groups (students, lecturers, clinical teachers and curriculum managers) – and the opportunity to discuss their experience in these areas, where applicable. Evaluation findings from DLM (focus groups, surveys and consultations involving over 350 students and staff) will be summarised, along with the practical ‘lessons learnt’ from developing and implementing navigable curriculum maps.
How was it for us? Reflections from an innovative on line programme for health professionals
Authors: Jane Coad, Lynne Clouder, Natalie Mills, Collette Clay, Pat Bluteau, Richard Flint, Paul Hammond, Sean Graham, Daikesh Ruparelia, D Widdas, K Gaskin
Intended Learning Outcomes:
- Understand how we developed creative new partnerships of academics, expert clinical staff and Learning Technologists in order to deliver and develop materials. This included complex management strategies and evaluation in order to appreciate differences in language used and working processes across team members.
- Identify the pedagogical rationale underpinning several learning resources
- Review the process of developing on line flexible learning resources including an introduction to storyboarding
The workshop is based on experiences of developing Department of Health (DoH) nationally funded project to develop and deliver an innovative accredited blended e.learning programme as ‘stand alone’ modules or as a Post-graduate Certificate in Children and Young People’s Palliative and Complex Care.
The project team comprised new partnerships of expert health practitioners, academic staff and learning technologists. Blended on line learning makes use of a variety of technologies including video, audio content, Flash content, trigger case studies and second life avatars. Ongoing evaluation of the programme informed development.
The workshop will share new resources and our evaluation of learners and academics perspectives and experiences. For many practitioners and academic staff the process of creating interactive learning resources and envisaging how they might be used was virtually new.
The team will also draw on their experiences of developing resources from the ideas stage to the finished product in taking workshop participants through the creative process to work up an idea as a group. Participants with no experience of learning resource development will benefit most from the workshop in terms of developing knowledge and skills. Being able to describe and identify key points in the learning resource development process is important for informing similar projects in health care education, especially with regards to efficiency.
Using Personal Response System (PRS) technology during medical student teaching, to promote safe clinical decision making
Authors: Alena Chong
Intended Learning Outcomes:
- Understand the pros and cons of using PRS technology through sharing feedback from teachers, students and administrators
- Learn about and practice using PRS technology and TurningPoint software in both teacher and student roles
- Decide whether PRS technology is suited to delegates' own teaching situations
'Medical schools should take advantage of new technologies to deliver teaching' and new medical graduates are expected to 'make clinical judgements and decisions, based on available evidence'. (GMC, 2009). Triangulation data from other healthcare professionals, however, reports that only 42% of Foundation doctors are prepared for clinical decision making (Skills for Health, 2009).
This ‘hands-on’ workshop aims to share experiences of using Personal Response System (PRS) technology during medical student teaching, to promote safe clinical decision making.
The benefits of PRS on teaching and learning include:
- Tailored teaching in large group settings with overcrowded curricula
- Check student understanding with formative assessment and instant feedback
- Large numbers of users can demonstrate committed decisions simultaneously
- Pitch and pace the content
- Positive PRS evaluations (from students, teachers, administrators)
Students have commented on:
- Interactive session
- Comfortable atmosphere, without worry or embarrassment
- Anonymous – more likely to participate
- Keeps you thinking
- Makes you commit to a decision
I aim to promote the use of PRS in other higher education settings and to create a bank of appropriately challenging PRS-suitable questions (in collaboration with current students and colleagues) for formative assessment. PRS facilitates tailored teaching to involve and 'motivate' learners, address students' unmet-hidden-unknown needs and allow increased opportunities to clarify reasoning. This promotes safe patient management and clinical decision making amongst undergraduates, empowering them to become 'consciously competent' doctors.
Attendees: This workshop is suitable for all healthcare professionals: including doctors, nurses, pharmacists, involved in clinical decision making.
Using Social Bookmarking to create and share centralised collections of healthcare related resources
Authors: Ed de Quincey, Avril Hocking, Josephine O’Gorman, Simon Walker, Liz Bacon
Intended Learning Outcomes:
- Create an account with a social bookmarking service and start to bookmark resources
- Discover relevant resources and create a repository of bookmarked subject/course specific resources
- Share resources with other students/teachers/practitioners via the use of tags
- Evaluate the strengths and weaknesses of social bookmarking used in Health Education
Teaching and learning in higher education in a digital age produces many challenges for students and their teachers. A common problem for students is the sheer amount of information that they have to make sense of. Another issue is where this information is captured and stored, with students utilising personal, as well as institutionally owned devices. A potential solution to these problems is the use of social bookmarking applications such as Yahoo!'s “delicious”, where users can create a centralised repository of bookmarked resources, share them with other users, and view what others are bookmarking, supporting the “connectivist” learning model proposed by Siemens (2005). This workshop introduces participants to the practical uses of social bookmarking, based on research conducted at the University of Greenwich with Health and Social Care students and lecturers.
Workshop participants will be introduced to social bookmarking with hands on demonstrations and exercises that highlight the strengths and weaknesses of this technique. They will then be guided through the process of creating an account on “delicious” and bookmark resources with tags. Sharing and discovery will also be covered along with tips and techniques that the organisers have discovered from their own experiences. Finally, participants will be shown how to evaluate the success of using social bookmarking and the positive impact that this has had with students and lecturers at Greenwich where 150 users have created 1,500 tagged bookmarks since August 2010. Feedback elicited during the evaluation of this tool has been largely positive with students appreciating the opportunity to discover a wide variety of resources, particularly whilst away in their work placements. To encourage the use of social bookmarking, participants will be given access to learning materials that have been iteratively developed at Greenwich to use with their own students and colleagues.
Siemens, G. (2005). Connectivism: a learning theory for the digital age. eLearnSpace article, 2004, updated 2005. Retrieved 27 April, 2011, from http://www.elearnspace.org/Articles/connectivism.htm
Attendees: health care teachers and practitioners.