Session 5.1: Treating medical terminology as a second language: using language software with undergraduate radiographers
Health
Nick Crohn, University of Leeds
In many countries that teach English as a foreign language in the UK there is very little concentration on medical English technical terms being picked up in science subjects or haphazardly through reading. Many students spend time picking this information up in the first few months of the course often having to re-read lecture notes to understand the medical contexts after they have developed a better understanding of the terminology. Software Memrise (memrise.com) designed to learn languages is used to teach the students prior to starting the course. Preliminary findings indicate significant engagement by over 1/3 of the cohort with students spending from a couple of hours to effectively hundreds of hours in using the software. Module assessment has noted that there is an increase in the use of appropriate medical terminology where the lack of this was noted in previous years
Session 5.2: You won’t learn if you’re not here – or will you? Engaging remote learners in the workplace
Interdisciplinary
Jeffrey Lewis, Cardiff Metropolitan University
The aim of this session is to demonstrate the use of technologies in delivery of learning material that enables remote learners with a reduced number of attendances to engage and participate in a programme and that has not needed the creation of new learning material.
All existing learning outcomes were utilised and met. Student retention recruitment and performance were all either improved or maintained whilst delivering in this manner demonstrating that there was no detrimental effect on students learning via this method.
Session 5.3: Involving people living with dementia in teaching learning and assessment
Interdisciplinary
Professor Claire Surr, Leeds Beckett University
Ensuring appropriate dementia related content on education programmes for the health and social care workforce will be a requirement for all Higher Education Providers. This session will give an overview of two approaches to involving people living with dementia in direct teaching learning and assessment activities that have been implemented within distance learning and face-to-face teaching on dementia. The approaches will be relevant to considering embedding of direct involvement of people with dementia in curricula across a range of professional areas in health and social care. It will provide participants with ideas on different approaches to involving people living with dementia in teaching and learning and assessment of students and how to ensure this is undertaken with appropriate support for all those involved. It will discuss some of the challenges and benefits of adopting such and inclusive approaches for the person with dementia students and academic tutors.
Session 5.4: Development of a definition of academic and practice misconduct for nursing and understanding of influencing factors
Nursing and Midwifery
Dr Nigel Harrison, University of Central Lancashire
An increased number of investigations for academic dishonesty occurring within nursing students was a catalyst for this research. The aim was to explore stakeholder perceptions of academic dishonesty and approaches used to promote academic integrity. Literature reviewed was largely anecdotal focusing on accounts of incidents and concern over nurses’ fitness to practise recognising a need to enhance understanding and strategic solutions. A single case study design was utilised capturing views of expert witnesses including nursing students academic staff practice mentors and administrative and support staff using individual interviews and nominal groups. Documentary evidence of incidence was analysed over a six year period.
A definition of academic and practice misconduct and factors influencing students will be presented. The types of incidence occurring within a school of health and characteristics of staff reporting alleged incidents will also be outlined.
Session 5.5: Assessment and feedback for students in clinical practice
Interdisciplinary
Dr Dawn Morley, University of Surrey
The interactive workshop aims to encourage the exchange of ideas and best practice as to what health and social care students learn in practice and how this may be assessed and improved upon. Participants will be asked to contribute to a discussion on the relevance of commonly occurring terms related to assessment and feedback to the practice setting. An exploration will be made of the types of learning that occur in practice and ways suggested as to how clinical learning may be assessed. The practicalities and worth of more sustainable forms of assessment and feedback e.g. self-assessment peer assessment and assessment from patients academics and staff will be discussed in the context of enhancing students’ professional development.
