The document discusses the enhancement of health and social care education through inter-professional assessments and the integration of mobile technology for learning and assessment. It highlights the importance of service user involvement, data security, and the need for support and engagement in adopting new technologies. Additionally, it outlines the challenges faced in implementing mobile solutions and the significance of ethical considerations in student assessments.

1. Centre for Excellence in Teaching and Learning
CETIS Bolton
15th June 2010
Andy Pellow - Leeds University
Robert Campbell - Ecommnet Ltd.

2.  to ensure that students graduating from
courses in health and social care are fully
equipped to perform confidently and
competently at the start of their professional
careers

3.  University of Bradford
 University of Huddersfield
 University of Leeds
 Leeds Metropolitan University
 York St John University
 NHS partners
 Service users & carers
 Commercial partners – MyKnowledgeMap, ecommnet

4.  Audiology  Operating
 Clinical physiology department practice
 Dentistry  Optometry
 Dietetics  Pharmacy
 Diagnostic radiography  Physiotherapy
 Medicine  Podiatry
 Midwifery  Social work
 Nursing  Speech and
 Occupational therapy language therapy

5. • By promoting inter-professional
assessment of core competences – ethical
practice, communications skills and team-
working
• By encouraging service user and carer
involvement in student feedback
• Using mobile devices to deliver assessment
and learning in the practice setting

6.  Students in wide variety of practice locations
 lightweight, portable & fit in pockets.
 Secure connection to HE networks
 Two way – deliver and collect information
 Off-line/On-line capability

7.  Nothing about mobile technology…
 No standards
 Significant capital funding (£1m+) but with
challenging expenditure deadlines
 Partner L&T systems (e.g. VLEs) important but
not mobile friendly
 Data security important
◦ Personal information in healthcare.

8.  Risks of innovation and early adoption
 Speed of change in the market
 Need for early support and structure
 Tutors need support – and tailored one-to-
one support
 Students want to know what the purpose and
benefits will be of using the technology
 Role of champions
 Speed of decision-making/consultation
process…

9.  users/students aren’t digital natives
 significance of the ethical approval process
 lack of understanding of the HE environment
by mobile operators

11.  An occupational therapy student is on
placement at Calderdale Royal Hospital.
 One of his objectives whilst on placement is
the development of his ability to gain consent
from service users using his communication
skills.
 His tutor creates an assessment that will
encourage him to provide evidence of his
ability to gain consent

12.  The assessment can be completed by:
◦ Student
◦ Practice assessor
◦ Peers
◦ Possibly service users
 Responses can include:
◦ Free text response
◦ Audio
◦ Multiple choice and other structured question types

17.  Student Guidelines
 Following your experience of gaining consent from a service user please ask a practice
assessor from your own or another profession to answer the following questions.
 Practice Assessor Assessment
 Taking into account the level of your service user’s
understanding, how did you ensure that the service user
understood the course of action?
Completely / Mostly / Adequately / Hardly at all / Not at all
 Taking into account your service user’s preferred method of
communication, how did you ensure they gave or withheld
consent?
Completely / Mostly / Adequately / Hardly at all / Not at all
 Did the student ensure that the service user had sufficient
information to give or withhold consent for the course to
action?
Completely / Mostly / Adequately / Hardly at all / Not at all
 Would you like to make any further comments on the
student's overall performance?

28.  Assessment Management Suite
◦ Webserver
◦ User and cohort management
◦ Assessment authoring
◦ Helpdesk
 Mobile Services Platform
◦ Device management
◦ Device client software
◦ Assessment distribution and communications
◦ Security, encryption, authentication

30.  Assessment authoring
◦ Build assessments
 Questionbuilder, Compendle, RLO, competency maps
 SCORM/QTI Standards based packages
 Publishes as a web service to Mobile Services Platform
 Assessment receipt
◦ Storing of assessment responses
◦ Review and comment on responses
◦ Assessment against competency Frameworks
◦ Export to e-Portfolio
 VLE, etc LEAP-2A
 User and cohort management
◦ Cohorts linked to AD / LDAP
◦ Imported from University Management Systems
◦ Roles
 Tutors
 Students
 Admin

31.  Content Distribution
 Assessment packages
◦ Assessment, learning objects, docs, links etc.
◦ Repackage for the device
 Device management
◦ Software distribution
◦ Device configuration
 Device and data security
 Communications

34.  Faculty of Medicine and Health – just under
3,500 undergraduate students in 8
professions.
 Highly devolved learning and teaching
environment
 Strong corporate support for Blackboard VLE
 Significant external professional body
involvement (GMC, NMC, GDC) in curriculum
validation
 Common uni-professional assessments in
some disciplines

35.  Evidence for change critical
 Use research to help drive L&T change
 Champions required but need good
communications skills
 Introduce technology change alongside
curriculum change
 Secure bottom-up engagement before top-
down endorsement

36.  Assessment and Learning driven
 Process improvement difficult to quantify and
prove
 Business case for significant IT investments
that save staff time but cost money difficult
to secure
 Typical Mobile provider business model (e.g.
Capital + Contract over two years)
challenging

37.  Recognise different speeds of adoption
 Prepare for long term
 Context important
 Support for students own devices still not
feasible;
 Web delivery doesn’t deliver functionality

38.  Contacts
◦ Andy Pellow
◦ Leeds University
◦ a.j.h.pellow@leeds.ac.uk
◦ Robert Campbell
◦ Ecommnet Limited
◦ robert.campbell@ecommnet.co.uk