The document discusses challenges encountered while implementing a personalized online learning management system for undergraduate radiography programs at Monash University, highlighting the transition from paper-based workbooks to digital submissions. Key points include training workshops, phased approaches for assessments, and the importance of catering to varying levels of digital literacy among stakeholders. It emphasizes collaboration with clinical partners and the need for ongoing feedback to improve the process.

1. Medicine, Nursing and Health Sciences
Challenges of utilising external
assessors (our experiences)
Presented by: John Mc Inerney
Prepared by John Mc Inerney in collaboration with Ruth Druva

2. Background
 Change can be difficult to implement and
Manage.
 The challenge is not unique to Monash.
 Our experience, the challenges.
 What we have learned.

3. Development
 Introduce personalised online Learning management system in the
undergraduate radiography program.
 Replacing paper-based workbooks as a repository for recording of
clinical skills and assessment.
 Students submit their work to the institutional learning environment for
review.
 Clinical skills assessments conducted within the submissions by
external clinical partners.
 Students to create ePortfolios to showcase their abilities following
clinical placement.

4. Release date
 First cut to be completed three weeks post training on the new
platform.
 Full implementation across the years within 1 year
– All task portolios created and released
– All student guides created
– All clinical partners trained
– All clinical partners guides created

5. Pre-production
 88 Centres
– Public/Private
– Large/Small
– Regional/Metropolitan
– Assigned/Volunteer tutors
 135 contacts on our address book
 Deputies allowed to supervise clinical skills assessments
 Additional staff

6. Production
 Team approach
– IT
– PebblePad
– Students
– Clinical Partners
– Other institutions
 Training workshops offered via Doodle Poll (Early April and Early June)
 Finalised dates X 2
 Resources created

7. Distribution
Students and clinical partners access workbooks on a “live link”
 Phased approach in an effort to reduce the strain on clinical partners
 52 Year thee students late February(S1)
– limited, no assessor input
 54 Year two students late March (S1)
– early adopters for clinical skills assessment component,
radiography skills only
 40 Year one students mid June (S1)
– radiography skills only
 52 Year three students late August (S2)
– full clinical partners engagement, including nursing assessments

8. Post-distribution
 OH&S requirements to be signed as part of professional development
 Clinical skills assessments
 Radiography
 Associated nursing tasks
 Verify students submissions
 Case reports including image collection
 Evidence based assignments
 Reflective reports
 Attendance
 Deputies

9. The reviews
 360 degree feedback from stakeholders
– Students
– Clinical partners
– Clinical Liaison staff
– IT (designer)
– PP
– Ourselves
 Review and incorporate changes
 Showcase our own work

10. Our approach
 It can be taxing
 Adopt a positive can do attitude
 Must cater for all levels of digital literacy

11. Trailers!!
 Manual produced to coincide with each clinical placement
 Printed copy for workshop attendees
 PDF provided to all email contacts
 Step by step pictorial guides
 Highlighted areas of potential difficulty

12. Meeting the audience
 Clinical liaison visits
 Scheduled to train assessors at centres where student would be
utilising workbooks
 Time consuming, not the focus of visits

13. An actual movie
 First full year group of “paperless students” students, not all clinical
partners trained for various reasons
 Had to be innovative
 Camtasia Movie

14. CHALLENGES

15. Release date
• Building resources
• Being cognisant of the planning required
to conduct training
• Have a contingency
• Have a realistic timeline

16. The critics
Very broad range of digital literacy
skills
People have very different attitudes,
some will “blindly” proceed without
even referring to the resources
Some will be uber cautious and are
fearful of “losing” what they have
completed

17. The script
EPortfolios have a very different
terminology
Adds to the communication
difficulties

18. The message
What we hoped for v What can
happen
Demonstration
nbNW7tmk

19. Testing
Remember that glitch in the matrix?
You need to have a plan how you will trial
and what (Language used)
Trialling when the students were on clinical
placement was incredibly difficult for many
reasons

20. The sequels

21. Acknowledgements
Monash University
 Ruth Druva
 Marilyn Baird
 Our clinical partners across the board
 Our students
 Alex Czech/George Kotsanas
PebblePad
 Alison Poot/Jodie Young
LaTrobe University
 Terry Young
Everybody else along the way who weighed in with great advice