Student feedback across 16 undergraduate programmes within\nthe Faculty of Health and Wellbeing highlighted the need to overhaul the\ndelivery of essential mandatory training for around 3,000 health students per\nacademic year.<\/p>\n\n\n\n
The compulsory mandatory training needed an alternative\nsolution to the existing delivery methods (classroom-based), which had a very\ndidactic approach to teaching. Students were not having their understanding of\nthe subject matter tested, and the delivery was often inconsistent across the\nprogrammes, which inadvertently caused a diminished level of quality assurance.\nSome students had expressed concern that they were feeling ill-prepared for an\nemergency situation that may occur while on a practical placement.<\/p>\n\n\n\n
As the University strives to become more sustainable, the\npossibility of having the mandatory materials delivered via an electronic\nformat was discussed, to help reduce the need for paper handouts.<\/p>\n\n\n\n
Nature of the\ninnovative activity<\/strong><\/p>\n\n\n\n Student voices were essential in the reshaping of the training\nand the re-writing of the materials, driven by students requesting the theory\nto be completed online. Collaboration with staff within the Faculty, as well as\nexternal placement contacts, occurred, which led to an agreement on the content\nof the online training. <\/p>\n\n\n\n Following student feedback and discussions with colleagues,\nCaroline reached out to the Faculty Learning Technologist to ask for advice on which\nplatform to use to deliver the mandatory theory elements. The aim was to reduce\nsome of the issues that had been identified. <\/p>\n\n\n\n The benefit of using technology to enhance the students\u2019 learning\nneeds was the ability to incorporate media within the workbook. Animations were\nutilised to explain the relevant anatomy and physiology. Videos were shown to\nfully describe a procedure, and pictures\/photographs were also used. The\ncontent was therefore more visually appealing. From the point of conception to\nthe point of completion it took one full-time member of staff around four weeks\nto write the two workbooks within PebblePad with accompanying multiple-choice\nquizzes within Microsoft Forms.<\/p>\n\n\n\n Evaluation <\/strong><\/p>\n\n\n\n Now that the theory content is delivered by PebblePad there has\nbeen an improvement in programme quality assurance within the Faculty. Every\nstudent is receiving the same theory content and the same practical lessons.\nThere has been an improvement to the sustainability credentials of the Faculty\nas no paper material is printed for the sessions, the workbooks are all\navailable online and across a variety of platforms. <\/p>\n\n\n\n Since the launch of the workbooks, student feedback has been\npositive and suggestions have been made for improving the continued use of the\nworkbooks for future academic years from current third year students. <\/p>\n\n\n\n Issues highlighted were minor. For example, with a question\nwithin Microsoft Forms, an acronym had been used in a question and the form\ncould not ascertain which answer was correct as there were several similar\nletters in the acronym itself. Some students had repeated the quiz five or six\ntimes to try and achieve a 100% pass rate for the quiz and were extremely\nfrustrated that they could not pass this question. The following academic year,\nthis question was withdrawn. <\/p>\n\n\n\n The success of these workbooks has been acknowledged by the\nSenior Management Team and is currently shared throughout the Faculty as best\npractice. A new request for a third workbook has been made which will soon be\ncreated. Other programmes not originally included have now also adopted the\nworkbooks. This includes the Foundation Year and Postgraduate programmes, to\npromote consistency across the Faculty.<\/p>\n\n\n\n For anyone considering using PebblePad and\/or Microsoft Forms\nto help redesign some of their curriculum delivery, Caroline recommends that\nyou speak to your students first, and ascertain what they want and need. Once\nyou have this information, discuss the plan with your Learning Technologist to\nget the most accurate advice about which programme would satisfy your needs\nfully before committing to it. Before embarking on the project, ensure you have\nenough time to develop it fully, and then test it repeatedly across many\nplatforms before releasing it to your students.<\/p>\n\n\n\n![\"\"](\"https:\/\/blogs.canterbury.ac.uk\/prism\/wp-content\/uploads\/sites\/545\/2020\/02\/Number-of-Quiz-Responses.png\")
<\/figure>\n\n\n\n![\"\"](\"https:\/\/blogs.canterbury.ac.uk\/prism\/wp-content\/uploads\/sites\/545\/2020\/02\/Student-Feedback-1024x579.png\")
<\/figure>\n\n\n\n![\"\"](\"https:\/\/blogs.canterbury.ac.uk\/prism\/wp-content\/uploads\/sites\/545\/2020\/02\/Feedback-of-PebblePads.png\")
<\/figure>\n\n\n\n