Project summary

Enhancing inter-professional learning within the School of Health & Social Care –evaluation project.

Summary paper presented to Information Management Task Group and Elearning Strategy Group (IMTG,ESG) – January 2007.

Introduction

This paper presents an overview of the project with an outline of the themes emerging from the data collected and some challenges which we as a school need to recognise and plan to overcome.

To aims of the project were:

1. To enhance the inter-professional learning experience of students studying within the School of Health & Social Care. Develop inter-professional learning through the utilisation of a VLE (Virtual Learning Environment) using the WebCT (Web Course Tools) platform.

2. Enhance the development of skills within e-learning and information technology, to better equip the Health & Social Care practitioner for today's technology enriched workforce.

The project contributes towards the development of the e-learning portfolio within the Oxford Brookes University and the School of Health & Social Care.

The objectives of the project were:

1. To establish an interprofessional approach to learning within a VLE and identify how a blended learning approach enhances the learning experience.

2. To enhance the development of skills of students and staff using e-learning and information technology.

The project team consisted of me as project leader and coordinator, working collaboratively with module leaders and school learning technologist, with consultancy from OCSLD & Media Workshop.

The project developed the e-learning component of the ‘Partnership in Practice’ modules to enhance the teaching and learning opportunities. Contribute to enhancement of interdisciplinary communication within student and academic staff groups through the utilisation of an asynchronous discussion area and bulletin board.

Utilisation of on-campus and off campus activities:

Interactive case studies (Diversity Crescent)
Discussion areas with group activities to stimulate shared learning and inter-professional communication within a VLE.
Integration of both formative and summative assessment activities.
Resource collection comprising of external links, annotated bibliography, glossary.

Methodology

Sample was drawn from students already studying on the nine programmes and enrolled on the inter-professional modules.

The primary data gathering tools were developed. These included: questionnaires, diaries, interviews, discussion board entries and group evaluation using Nominal Group Technique (NGT) and S.W.O.T analysis.

They data which will be analysed for this project report was gathered using the following tools:

Online Questionnaire administered to students at start and end of each module;

At the end of the module students were invited to a Face to face evaluation using SWOT analysis (Partnerships in practice 1), NGT (Partnership in practice 2), and completion of a Paper-based evaluation form (Partnerships in practice 3).

Tutors (members of academic staff) were invited to attend a semi structured interview (year 1 of the project) and complete a questionnaire (year 2 of the project).

Results

Overall student feedback is primarily positive (In no particular order of priority) students reported that they enjoyed the opportunity to:

Work in groups.
Learn new skills in communication using WebCT.
Learn together & working with other disciplines.
Meet new people.
Use WebCT as a resource, using electronic books & journals.

Overall students welcomed the availability of support both online and face to face also on and off campus.

Table 1: Evaluation sources and return rates.

A summary based on the data collected during the face to face evaluation is presented below.

Year one – Academic year 2004 – 2005

U43700 - SWOT analysis

There were general positive responses relating to meeting, communicating, working with other professions and professional groups. With WebCT identified as a great resource for accessing materials and communicating with others. WebCT subset discussion group identified to be very useful.

While some students suggested that WebCT e-activities should be compulsory to ensure access.

Threats identified included the statement that using WebCT was time consuming; with too much information as a result it was perceived by some as difficult to navigate.

U43720 – NGT (Nominal Group Technique)

The answers from the student sets were collated into the following statements.

Most rewarding aspect of the module:

Working with other professionals, working as a team.
WebCT – learning new skills and gaining confidence with technology.

Least rewarding aspect of the module:

Lecture content and delivery, repetition of hand-out content.
Module team – sense of module team not being clear in what they are trying to achieve.
WebCT – lack of instruction for initial use, lack of tutor guidance on its use during activities.

U43730 – Paper evaluation form

There were general feedback made relating to the organisation of the module, module handbook, teaching sessions and resources available to students. The following comments relate to the development of multi/ interprofessional working and the use of WebCT to support this.

Multiprofessional working in education programmes to be a good idea.
Group discussions helpful.
Some students reported that using the ‘scenario family’ just confused what they were supposed to be doing [sic] identifying that it would have been better to do the group work ‘in the professions to which we belong’ [sic].
Students identified the importance of having a range of professionals in the groups to aid multiprofessional discussions.
WebCT of limited use in this module.

Very few responses identified issues or usage of WebCT within this module; it is fair to point out that WebCT was a secondary resource for the provision of information and conduit for communication between students and tutors.

Year two – Academic year 2005 – 2006

U43700 - SWOT analysis

Once again there were general positive responses relating to meeting, communicating, working with other professions and professional groups.

Some students identified strengths included working alongside students from other professions; learning how to work together, and working as a mixed professional [sic] group. They also identified that help develop communication skills within subset [sic].

Students identified only one threat, ‘We don't know entirely what our own professionals do’.

U43720 – NGT

The answers from the student sets were collated into the following statements.

Most rewarding aspect of the module:

Understanding other professions.
Working with those in other areas of health and social care.
Meeting people from other professions.
Learnt a lot about teams and team work.
Working on a task as a multiprofessional group.
Working with people from other occupations (interprofessional learning).
Working with and learning from other professions.
Understanding other professions through working with them.

Least rewarding aspect of the module:

Lack of support to ensure group productivity, i.e. enforcement of ground rules and better internal and external guidance.
Difficulty in communicating and lack of time.
Not enough time for group work.

U43730

Data from the face to face evaluation was not returned so is not included in this report.

Feedback from staff interviews

Emerging themes from tutor (academic staff) interviews include:

Getting to know each other.
Building a community.
Student independence in group work.
Integration with face to face teaching.
Promoting a philosophy or approach to teaching and learning.
Developing new skills.

Challenges

The project has been ground breaking for the school and its faculty, we have made substantial achievements which have benefited students, staff, school, university and will inform the wider e-learning community. This paper concludes with a summary of the challenges we have and still face as a School shaping professionals who are both fit for practice and purpose in the C&IT (Communication & Information Technology) equipped workplace.

Challenges for students:

Time management (balancing practice placement, theory and personal life).
Access to computers on and off campus. (Insufficient at critical times and inadequate Wi-Fi provision for own devices).
Developing IT skills. (Expectation for students to develop skills independently through study guides, no ‘taught’ provision).

Challenges for module teams:

Challenges were presented in four key areas:

1. Explore and define the role of the online tutor (Action: completed ESG November 06).

2. Supporting the tutor as an online tutor (Action: integrated within the school e-learning strategy).

3. Staff development:

IT skills.(Action: OSCLD workshops supplemented by One to one support from school Learning Technologist and peer presentations)
Staff development, skills for facilitating learning in the ‘virtual classroom’ (as previously).
Pastoral & support roles, supporting the student as an online learner. (as previously)

4. Time management:

Identify and plan time within the module for student online learning. (Action: curriculum design and development).
Identify and plan time individually for developing skills in online teaching & facilitation of learning. (Action: workload management planning).

Paper compiled by

Jill Pawlyn – Oxford Brookes University - Associate Teaching Fellow

10th January 2007.

References

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Oxford Brookes University (2002) Learning, Teaching and Assessment Strategy 2002/2005. Oxford: Oxford Brookes University.

Oxford Brookes University (2003) School of Health & Social Care e-learning Strategy 2003-2006 (Draft)

Patman, T., (2004) Guidelines for Nomination for the Scheme in 2004. National Teaching Fellowship Scheme (NTFS). Available at: http://www.heacademy.ac.uk/ntfs (accessed 23/03/04)

Public Health Resource Unit (2004) The Critical Appraisal Skills Programme (CASP) and Evidence-based Practice . Available at: http://www.sph.nhs.uk/what-we-do/public-health-workforce/resources/critical-appraisals-skills-programme (accessed 23/03/04)

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Salmon, G., (2000) E-Moderating: The key to teaching and learning online. London: Kogan Page.

Salmon, G., (2002) E-tivities - The key to active online learning. London. Kogan Page.

Turner, J., (2003) Issues In Assessment - Group B - PCTHE (2002-2003). Available at: http://wwwusers.brookes.ac.uk/p0037999 (accessed 23/03/04) - Link unavailable.

Turner, J., (2004). A partnership for health: respecting choice as part of a healthy lifestyle. In: Turnbull, J., ed. Learning Disability Nursing . Oxford: Blackwell Publishing, pp 28 - 42.

World Wide Web Consortium (WC3) (2004) Web Accessibility Initiative (WAI). Available at: http://www.w3.org/WAI (accessed 23/03/04)

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