Jen Unwin & Helen Orton: Piloting ‘Values Exchange’ software in professional issues teaching for health professionals. Slides from the University of Liverpool Learning and Teaching Conference 2009.
This document discusses several ethical considerations for research involving human participants. It raises questions about informed consent, costs and benefits to participants, and privacy. The key principles are that participants must provide informed consent, having been told the purpose and procedures of the research, their right to not participate or withdraw, and potential benefits. Researchers must consider external codes and laws, risks to participants, and the consequences of the research for individuals and society. The Seedhouse Ethical Grid is presented as a tool to help structure ethical analysis in research.
Many students today are visual learners and prefer visual content over printed text. Animations can effectively engage these visual learners by explaining difficult concepts through visual means rather than traditional heavy textual presentations. Animations serve as multimedia tools that facilitate and enhance the student learning experience for visually-oriented students.
This document describes the development of e-modules for teaching clinical pediatrics examinations to medical students. Video recordings were made of child examinations and development milestones over multiple sessions with consenting parents and children. The recordings were edited into individual clips and compiled longitudinally to demonstrate progression. The aim was to create an innovative online format for students to learn how to examine children and understand development, as this is difficult to teach from textbooks alone. Formal evaluation of the e-modules by students is pending, but initial feedback suggests students appreciate this interactive teaching approach. The project required significant time and organization from a dedicated team.
The document provides an overview of a presentation given at a teaching and learning conference. It discusses attrition rates among health science programs, reasons why students leave, results from a national student survey, theories of powerful learning environments, a literature review on factors influencing learning, and a proposed pilot study to understand what causes radiotherapy students to consider leaving their program. The pilot study would involve interviewing past students using a timeline tool to map their experiences and identify challenges throughout their three years of study.
This document discusses educational disadvantage and strategies for targeting disadvantaged students. It provides an overview of educational disadvantage in the UK and its impacts. It then discusses how universities currently use contextual data like free school meals eligibility, neighborhood indices of deprivation, and parental education to identify and support disadvantaged students. Challenges discussed include effectively targeting students, determining which indicators to use, managing data collection and sharing between institutions, and assessing the impact of efforts over time.
This document summarizes a program where university students from the School of the Arts provide one-on-one reading sessions to students at a local high school. The goals are to promote reading for pleasure and build students' confidence. Feedback found the sessions improved literacy and students felt more engaged in stories. Both schools and parents found benefits, and the program helped some university students pursue related careers.
This session will introduce the concept of an Ambient Simulation-based Learning EXperience (ASLEX), a variant of the Alternate Reality Game (ARG) developed in part using virtual world technology and delivered on mobile phones and tablets.
This document summarizes a project aimed at improving interactions between home and international students at Xi'an Jiaotong-Liverpool University (XJTLU). The project will analyze current strategies and activities to enhance integration and teaching/learning. Data was collected through staff/student interviews and focus groups. Preliminary findings show activities like group work and field trips help integration when properly implemented. International students find challenges with English, independent learning, and writing but have strengths in maths and motivation. The project will propose a framework to guide future internationalization efforts.
This document discusses several ethical considerations for research involving human participants. It raises questions about informed consent, costs and benefits to participants, and privacy. The key principles are that participants must provide informed consent, having been told the purpose and procedures of the research, their right to not participate or withdraw, and potential benefits. Researchers must consider external codes and laws, risks to participants, and the consequences of the research for individuals and society. The Seedhouse Ethical Grid is presented as a tool to help structure ethical analysis in research.
Many students today are visual learners and prefer visual content over printed text. Animations can effectively engage these visual learners by explaining difficult concepts through visual means rather than traditional heavy textual presentations. Animations serve as multimedia tools that facilitate and enhance the student learning experience for visually-oriented students.
This document describes the development of e-modules for teaching clinical pediatrics examinations to medical students. Video recordings were made of child examinations and development milestones over multiple sessions with consenting parents and children. The recordings were edited into individual clips and compiled longitudinally to demonstrate progression. The aim was to create an innovative online format for students to learn how to examine children and understand development, as this is difficult to teach from textbooks alone. Formal evaluation of the e-modules by students is pending, but initial feedback suggests students appreciate this interactive teaching approach. The project required significant time and organization from a dedicated team.
The document provides an overview of a presentation given at a teaching and learning conference. It discusses attrition rates among health science programs, reasons why students leave, results from a national student survey, theories of powerful learning environments, a literature review on factors influencing learning, and a proposed pilot study to understand what causes radiotherapy students to consider leaving their program. The pilot study would involve interviewing past students using a timeline tool to map their experiences and identify challenges throughout their three years of study.
This document discusses educational disadvantage and strategies for targeting disadvantaged students. It provides an overview of educational disadvantage in the UK and its impacts. It then discusses how universities currently use contextual data like free school meals eligibility, neighborhood indices of deprivation, and parental education to identify and support disadvantaged students. Challenges discussed include effectively targeting students, determining which indicators to use, managing data collection and sharing between institutions, and assessing the impact of efforts over time.
This document summarizes a program where university students from the School of the Arts provide one-on-one reading sessions to students at a local high school. The goals are to promote reading for pleasure and build students' confidence. Feedback found the sessions improved literacy and students felt more engaged in stories. Both schools and parents found benefits, and the program helped some university students pursue related careers.
This session will introduce the concept of an Ambient Simulation-based Learning EXperience (ASLEX), a variant of the Alternate Reality Game (ARG) developed in part using virtual world technology and delivered on mobile phones and tablets.
This document summarizes a project aimed at improving interactions between home and international students at Xi'an Jiaotong-Liverpool University (XJTLU). The project will analyze current strategies and activities to enhance integration and teaching/learning. Data was collected through staff/student interviews and focus groups. Preliminary findings show activities like group work and field trips help integration when properly implemented. International students find challenges with English, independent learning, and writing but have strengths in maths and motivation. The project will propose a framework to guide future internationalization efforts.
The project piloted the use of an iPad for clinical staff assessing veterinary students. The students have clinical rotations in set subjects, each lasting one week. The iPad was introduced to allow/encourage members of staff to give a midweek feedback.
The Centre for Lifelong Learning’s programme of Continuing Education short courses, lectures and workshops are effective in attracting students from a range of backgrounds and including them within the University. Many of these individuals have a record of educational achievement; others have not.
At the core of architectural teaching is the Design Review or Critique in which students present their work to both their tutors and peers to receive immediate formative feedback.
Feedback has long been identified as a problem by staff and students alike. While students often complain that they are not getting enough detailed feedback that is relevant to future work, staff feel they are investing a lot of time and work into providing feedback that is not collected or not acted upon. Increasingly, the use of audio feedback is seen as a means to tackle some of these problems.
This document summarizes a presentation about conducting peer feedback in case scenario-based medical school tutorials. It discusses having groups of 25 first-year medical students participate in physiology tutorials and receive peer feedback over six weeks. In the first two weeks, students received training on how to give feedback. In week three, they conducted a pre-test where they provided their first peer feedback. In weeks four and five, students reflected on the feedback and set goals. In week six, they completed a post-test feedback and questionnaire. The document provides an example of a peer feedback rating scale used to evaluate fellow students' contributions to the tutorial group. It argues that peer feedback allows students to improve their roles in groups and their overall learning.
The purpose of this talk is to explore critically what 'a student-centred culture' might mean. Drawing on evidence from two research projects I currently lead and on the notion of a student charter, I hope to raise a number of questions relevant to this exploration, namely: how can we best define the student-teacher relationship? Is it a partnership? A sibling relationship? A contract? A gift relationship? An apprentice-master relationship?
The document outlines an international elective placement program for undergraduate nursing students at a university. It discusses how global health placements have been integrated into the nursing curriculum since 2009. Over 300 students have participated in 1-4 week elective placements in India, Africa, and other locations. The placements provided opportunities for students to improve their clinical and cultural competencies, gain a broader understanding of global health issues, and enhance their nursing education. Student reflections found the experiences to be personally and professionally transformative.
The document summarizes initial findings from a study examining international placement practices at the University of Liverpool. It finds that while practices vary, placements commonly aim to enhance employability and career opportunities for students. Placements provide benefits to student confidence and cultural awareness. However, more systematic data collection and sharing of best practices could help standardize support for students and maximize learning from international experiences.
1. The document discusses a study that surveyed medical students about challenging situations they may face in clinical practice.
2. It found that students were worried to varying degrees about different situations, such as breaking bad news, discussing end-of-life options, and dealing with angry or manipulative patients.
3. There were some differences in the types of situations that most concerned male versus female students, with women expressing a higher overall level of concern than men. The document calls for addressing students' concerns earlier in medical training.
The document describes a law module on asylum and immigration law taught at Liverpool Law School. It had 12 weekly seminars with directed reading and tasks. Assessment included an MCQ test, advice letter, and essay to test a range of legal skills. Feedback was positive, with most students happy and excellent results. The flexible teaching model fit the rapidly changing subject and experienced students. Sessions may need to be longer and provide more direction to offset the lack of lectures.
The document discusses key assumptions and principles for skillful teaching grounded in how students learn. It emphasizes that the most important pedagogical knowledge is understanding how students experience learning and that context is crucial. It also describes using critical incident questionnaires to get anonymous student feedback, building credibility through expertise, experience, rationale and conviction, and establishing authenticity through congruence, disclosure, responsiveness and acknowledging errors.
The document discusses grounding teaching in how students learn. It recommends that teachers focus on helping students learn through critically reflective practice and understanding how students experience learning, which can vary depending on context. The document also suggests techniques for teachers like using critical incident questionnaires to get anonymous feedback from students on their most engaged, distanced, helpful, and puzzling moments in class and addressing themes in the next class session through negotiation rather than capitulation. It emphasizes the importance for teachers of developing expertise, experience, rationale, conviction, congruence, full disclosure, responsiveness, and acknowledging errors to build credibility and authenticity.
The document describes a communication workshop for final year medical students in collaboration with a university drama department. The workshop aims to help students consolidate communication skills, develop confidence, and reflect on their skills through role playing difficult patient scenarios. Feedback from pilot workshops was positive, with students finding the active, collaborative approach more challenging and engaging than traditional methods. Students developed fictional patient profiles based on their worst fears in medicine and acted them out with drama students. Discussions focused on personal anxieties and biases and how these may impact patient interactions. While some students felt more prepared, others realized real patients may be more difficult than expected.
This document discusses a pilot study that used various e-learning resources to promote self-learning in a postgraduate cohort with diverse backgrounds. Key findings include:
1) A podcast and online test helped prepare students for lectures and workshops, especially international students, by reinforcing content.
2) A blog promoted motivation, engagement, and self-learning through peer discussion.
3) Collaborative writing using Google Docs promoted interaction between students and peer learning.
4) Overall, the e-learning resources helped address students' diverse needs and brought the class to a similar level, though some tools like the online test failed to fully promote self-monitoring.
The document discusses Health Impact Assessment (HIA) training and consultancy provided by IMPACT, an international HIA consortium at the University of Liverpool, including a 5-day HIA course offered in over 35 countries, online HIA training modules, and over 40 HIA consultancy projects conducted worldwide.
The document describes physics workshops designed to help radiotherapy students who struggle with the physics aspects of their course. A series of workshops on topics like atomic structure, the electromagnetic spectrum, and Rutherford scattering were conducted using activities and demonstrations. Student feedback found the workshops increased understanding of physics concepts but did not clearly relate to radiotherapy. Future workshops aim to better integrate radiotherapy applications and module content to improve relevance for students.
The School of Physical Sciences Outreach Group at the University of Liverpool organizes various annual outreach events and programs to engage students from secondary schools in physics, chemistry, and math. These include competitions, masterclasses, visits to the university's Schools Lab, and undergraduate modules for communicating science. The goals are to inspire students to learn more about these subjects, pursue related degrees, and consider careers in science. Evaluations show the programs are successful in changing negative perceptions of the subjects and increasing the number of students continuing in them after secondary school.
This document discusses using mobile phone text message voting in lectures to engage students and check understanding. It provides examples of how polls were used in biodiversity and biochemistry lectures to address misconceptions, get students interested, check understanding, and provide self-assessment. Student feedback indicated they liked the polls and found them helpful for learning, though some noted they could be expensive. The document outlines considerations for setting up polls, such as costs, not overusing them, being aware of non-participating students, and ensuring polls make sense. Contact information is provided for those wanting to learn more about using polls in their teaching.
The document summarizes a two-year project that used internet-based activities to help first-year geoscience students develop their understanding of 3D spatial relationships. The project tested students' spatial skills before and after using the online activities. It provided over 40 activities covering topics like minerals, fossils, volcanoes, and maps. Student feedback on the activities was positive and showed improved spatial awareness after using the resources. The project aims to help students who struggle with visualizing 3D relationships, which is an important skill for geoscience disciplines.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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The project piloted the use of an iPad for clinical staff assessing veterinary students. The students have clinical rotations in set subjects, each lasting one week. The iPad was introduced to allow/encourage members of staff to give a midweek feedback.
The Centre for Lifelong Learning’s programme of Continuing Education short courses, lectures and workshops are effective in attracting students from a range of backgrounds and including them within the University. Many of these individuals have a record of educational achievement; others have not.
At the core of architectural teaching is the Design Review or Critique in which students present their work to both their tutors and peers to receive immediate formative feedback.
Feedback has long been identified as a problem by staff and students alike. While students often complain that they are not getting enough detailed feedback that is relevant to future work, staff feel they are investing a lot of time and work into providing feedback that is not collected or not acted upon. Increasingly, the use of audio feedback is seen as a means to tackle some of these problems.
This document summarizes a presentation about conducting peer feedback in case scenario-based medical school tutorials. It discusses having groups of 25 first-year medical students participate in physiology tutorials and receive peer feedback over six weeks. In the first two weeks, students received training on how to give feedback. In week three, they conducted a pre-test where they provided their first peer feedback. In weeks four and five, students reflected on the feedback and set goals. In week six, they completed a post-test feedback and questionnaire. The document provides an example of a peer feedback rating scale used to evaluate fellow students' contributions to the tutorial group. It argues that peer feedback allows students to improve their roles in groups and their overall learning.
The purpose of this talk is to explore critically what 'a student-centred culture' might mean. Drawing on evidence from two research projects I currently lead and on the notion of a student charter, I hope to raise a number of questions relevant to this exploration, namely: how can we best define the student-teacher relationship? Is it a partnership? A sibling relationship? A contract? A gift relationship? An apprentice-master relationship?
The document outlines an international elective placement program for undergraduate nursing students at a university. It discusses how global health placements have been integrated into the nursing curriculum since 2009. Over 300 students have participated in 1-4 week elective placements in India, Africa, and other locations. The placements provided opportunities for students to improve their clinical and cultural competencies, gain a broader understanding of global health issues, and enhance their nursing education. Student reflections found the experiences to be personally and professionally transformative.
The document summarizes initial findings from a study examining international placement practices at the University of Liverpool. It finds that while practices vary, placements commonly aim to enhance employability and career opportunities for students. Placements provide benefits to student confidence and cultural awareness. However, more systematic data collection and sharing of best practices could help standardize support for students and maximize learning from international experiences.
1. The document discusses a study that surveyed medical students about challenging situations they may face in clinical practice.
2. It found that students were worried to varying degrees about different situations, such as breaking bad news, discussing end-of-life options, and dealing with angry or manipulative patients.
3. There were some differences in the types of situations that most concerned male versus female students, with women expressing a higher overall level of concern than men. The document calls for addressing students' concerns earlier in medical training.
The document describes a law module on asylum and immigration law taught at Liverpool Law School. It had 12 weekly seminars with directed reading and tasks. Assessment included an MCQ test, advice letter, and essay to test a range of legal skills. Feedback was positive, with most students happy and excellent results. The flexible teaching model fit the rapidly changing subject and experienced students. Sessions may need to be longer and provide more direction to offset the lack of lectures.
The document discusses key assumptions and principles for skillful teaching grounded in how students learn. It emphasizes that the most important pedagogical knowledge is understanding how students experience learning and that context is crucial. It also describes using critical incident questionnaires to get anonymous student feedback, building credibility through expertise, experience, rationale and conviction, and establishing authenticity through congruence, disclosure, responsiveness and acknowledging errors.
The document discusses grounding teaching in how students learn. It recommends that teachers focus on helping students learn through critically reflective practice and understanding how students experience learning, which can vary depending on context. The document also suggests techniques for teachers like using critical incident questionnaires to get anonymous feedback from students on their most engaged, distanced, helpful, and puzzling moments in class and addressing themes in the next class session through negotiation rather than capitulation. It emphasizes the importance for teachers of developing expertise, experience, rationale, conviction, congruence, full disclosure, responsiveness, and acknowledging errors to build credibility and authenticity.
The document describes a communication workshop for final year medical students in collaboration with a university drama department. The workshop aims to help students consolidate communication skills, develop confidence, and reflect on their skills through role playing difficult patient scenarios. Feedback from pilot workshops was positive, with students finding the active, collaborative approach more challenging and engaging than traditional methods. Students developed fictional patient profiles based on their worst fears in medicine and acted them out with drama students. Discussions focused on personal anxieties and biases and how these may impact patient interactions. While some students felt more prepared, others realized real patients may be more difficult than expected.
This document discusses a pilot study that used various e-learning resources to promote self-learning in a postgraduate cohort with diverse backgrounds. Key findings include:
1) A podcast and online test helped prepare students for lectures and workshops, especially international students, by reinforcing content.
2) A blog promoted motivation, engagement, and self-learning through peer discussion.
3) Collaborative writing using Google Docs promoted interaction between students and peer learning.
4) Overall, the e-learning resources helped address students' diverse needs and brought the class to a similar level, though some tools like the online test failed to fully promote self-monitoring.
The document discusses Health Impact Assessment (HIA) training and consultancy provided by IMPACT, an international HIA consortium at the University of Liverpool, including a 5-day HIA course offered in over 35 countries, online HIA training modules, and over 40 HIA consultancy projects conducted worldwide.
The document describes physics workshops designed to help radiotherapy students who struggle with the physics aspects of their course. A series of workshops on topics like atomic structure, the electromagnetic spectrum, and Rutherford scattering were conducted using activities and demonstrations. Student feedback found the workshops increased understanding of physics concepts but did not clearly relate to radiotherapy. Future workshops aim to better integrate radiotherapy applications and module content to improve relevance for students.
The School of Physical Sciences Outreach Group at the University of Liverpool organizes various annual outreach events and programs to engage students from secondary schools in physics, chemistry, and math. These include competitions, masterclasses, visits to the university's Schools Lab, and undergraduate modules for communicating science. The goals are to inspire students to learn more about these subjects, pursue related degrees, and consider careers in science. Evaluations show the programs are successful in changing negative perceptions of the subjects and increasing the number of students continuing in them after secondary school.
This document discusses using mobile phone text message voting in lectures to engage students and check understanding. It provides examples of how polls were used in biodiversity and biochemistry lectures to address misconceptions, get students interested, check understanding, and provide self-assessment. Student feedback indicated they liked the polls and found them helpful for learning, though some noted they could be expensive. The document outlines considerations for setting up polls, such as costs, not overusing them, being aware of non-participating students, and ensuring polls make sense. Contact information is provided for those wanting to learn more about using polls in their teaching.
The document summarizes a two-year project that used internet-based activities to help first-year geoscience students develop their understanding of 3D spatial relationships. The project tested students' spatial skills before and after using the online activities. It provided over 40 activities covering topics like minerals, fossils, volcanoes, and maps. Student feedback on the activities was positive and showed improved spatial awareness after using the resources. The project aims to help students who struggle with visualizing 3D relationships, which is an important skill for geoscience disciplines.
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Jen Unwin & Helen Orton: Piloting ‘Values Exchange’ software in professional issues teaching for health professionals
1. Piloting ‘Values Exchange’ software in professional issues teaching for health professionals Helen Orton, Directorate of Orthoptics Jen Unwin, Clinical Psychology 23rd June 2009 Learning and Teaching Conference 1
2. Values Exchange “A unique online communication tool which helps people understand each other in ways that are simply impossible without it” Individuals are able to think through any issue in depth using a series of colourful, interactive screens Helps to engage individuals in ethical thinking about clinical and teamwork issues 23rd June 2009 2
3. Why use it at Liverpool? Benefits of Values Exchange and its use by Staffordshire University’s Clinical Psychology unit Jen Unwin reports: “…. Fitted well with professional issues teaching and with the increasing use of e-learning felt that it was a teaching tool that had enormous potential within clinical practice across all health care specialties” 23rd June 2009 3
4. Origins of Values Exchange Informed by Professor David Seedhouse, a former lecturer at Liverpool, now at University of Auckland Well known for his use of the ethical grid Devised a number of decision-making tools which have been adapted by the Values Exchange 23rd June 2009 4
5. Informing the University of Liverpool about Values Exchange Workshop in April with Professor Seedhouse Wide range of University staff attended Opportunities Health Services and professionals Education 23rd June 2009 5
6. A resource for education? “Before we used the Values Exchange we thought ethics was dry and boring. But this is totally different- all the cases are practical and relevant to us – we really feel we are learning important skills now” 23rd June 2009 6
7. http://www.keelepharm.values-exchange.co.uk/default.aspx Front page – cases Considered responses Click the link below to see how Values Exchange helps engage you in ethical thinking about clinical and teamwork issues: Learn how to make a considered response Reports wizard Click the link to see how Values Exchange generates rich reports, educational and research data: Learn how to use the Reports Wizard 23rd June 2009 7
8. Values Exchange For the workshop – Cost of Life Proposal: Treatment should be funded How do you make a decision? Background information 23rd June 2009 8
11. The Grid 23rd June 2009 11 INDIVIDUAL EFFECTIVENESS EVIDENCE RISK TRUTH PRACTICE NORMS PUBLIC/ SOCIETY GROUP SUPPORT EQUALITY LAW INQUIRY PRINCIPLES JUSTICE CULTURE ONESELF
12. Report Options PROPOSAL; She is treated against her will Agree /disagree Key concepts Who matters most Grid analysis Comments Consensus 23rd June 2009 12
13. The Future Application made for CETL funding Proposal: The project will contribute to the development of teaching in the areas of professionalism and ethical decision making for medical undergraduates and will evaluate the latest online resource for this purpose which is based on the internationally respected research of Professor Seedhouse in this field of health care studies. 23rd June 2009 13
14. Cost of Values Exchange £7000/ year for licence CETL: Application for £3000 funding for 6 month period 23rd June 2009 14
15. Potential for use Medical students All health care students – significant potential in Inter-professional education/learning Law students 23rd June 2009 15
16. Who has a VX Licence in the UK? Staffordshire University The Open University Keele University School of Pharmacy University of Cumbria University of Worcester Manchester Metropolitan University University of Wolverhampton Sunderland University South Staffordshire & Shropshire NHS Foundation Trust Redbridge PCT Nottinghamshire Health Care 23rd June 2009 16
17. For more information on Values Exchange http://www.values-exchange.com/ 23rd June 2009 17
18. References http://values-exchange.com/HigherEducation Further reading: Seedhouse D (2005). Values Based Health Care: The Fundamentals of Ethical Decision-Making (Wiley) Seedhouse D (1998) Ethics: The Heart of Health Care (Wiley) 23rd June 2009 18