by

Aléchia van Wyk (Senior Lecturer in Clinical Physiology at Middlesex University, School of Science and Technology) and

Advance Practitioner at Kings College Hospital 1

PuLSE - Physiology Learning through Social Education

2

“You can’t connect the dots looking forward.

You can only connect them looking backward”

– Steve Jobs

• BSc Healthcare Science Cardiac Physiology (3rd year)> 70% BMS 1884 (Cardiovascular Science) Fatima performed better, over the 3 year progression. Why did Mo perform worse?

Famata Mo

2013 - 2015 cohorts

2013 - 2015 cohorts

2013 - 2015 cohorts

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Current Modules for learning and teaching ECG in Healthcare Science

Classroom learning 65% Traditional teachingFace to faceTeacher – studentsLarge group – small group

E-learning 5%Socrative Case study simulation

Work placement 30 %

10 week clinical placement

All 1st year results BMS1884 cohort 2013 - 2015

Challenges

Insufficient or no clinic training

sites to accommodate

expanding class size.

Inconsistent training and

quality of clinical preceptors at each of the

clinical sites.

In order to better meet the academic needs of our

students, the new educational models will address the key

challenges.

Inconsistent clinical exposure to patients

whose demographics and presenting problems vary

by site.

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What is the solution?

PuLSE – Physiological Learning through Social Media

An online interactive student learning platform, where students will be

able to apply the theory they have learned and be able to discuss

case studies and scenarios via social media platform.

* Both group A and B had the same learning experience for 15-weeks whilst on campus, from September 2015 till February 2016.

The group has been divided into 2 groups: (10 week placement)

Group A (University Trusts) and Group B (DGH) + (Medical Physiology), with group B enjoying an added extra of 10 week online mini-case study discussions whilst on placement via social media. (assessment + DREEM)

Method Ethically

approved

10 week clinical placement

Measurement

Performance measured:Pre placement formative assessments, bi-weekly online quizzes and post clinical placement summative assessment will be completed.

Learning environment:The Dundee ‘Ready Education Environment Measure’ (DREEM) will be administered results to be analysed.

Feedback:Module feedback form at the end of term.

Verbal responses have been overwhelmingly positive with regard to overall format, discussion boards, the website, direct observation, case write-up, oral presentation, and fulfilment of learning objectives.

ResultsAssessment

8 week

12 week

Week

2

4

6

8

10

0 1 2 3 4 5 6 7 8

Medical PhysiologyDGHUNI

ResultsScores on Dundee “ready education environment measure” for educational environment domain

among students taught blended-learning and those by blended and e-learning.

Results continued..

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Benefits e-learning learning

Develop independent learning skills, and expect

the students to be responsible for their own

learning. (CPD – continues

professional development)

Disadvantagese-learning learning

Slow internet connections or problems with the computer or the technology used for the course makes accessing the material very hard.

Written comments included:“The combo of clinic and eLearning was awesome. Really gave me some time to learn the information and process what I was learning”

“This may sound extreme, but I believe, due to the combined nature of this course and the committed investment of the teachers, that I have learned more on this work placement than almost any other so far.”

“I wish there was more of a patient load at my work placement, but I appreciated all the resources for learning we were provided with”

In Summary:- In order to better meet the academic needs of our students, this new

educational model will address the key challenges of placement inconsistency and inefficiency.

- PuLSE program – e-learning learning model.- Allowing exchange of knowledge and experiences and the impact of

these interventions can be beneficial to students in the development of graduate attributes.

- Online Collaborative Learning (OCL). Learners engage, challenge, and learn from one another in a online collaborative environment.

Reference:

Anderson, T. (2004). Theory and Practice of Online Learning, Athabasca University http://epe.lac-bac. gc.ca/100/200/300/athabasca_univ/theory_and_practice/index.html [ Accessed: 2 February 2016]

Bilham, T.D. (2005). Online learning: can communities of practice deliver personalisation in learning? Personalisation in the 21st Century: Critical Perspectives, Network Education Press.Harden, R. M. and Hart, I. R. (2002). An international virtual medical school (IVIMEDS): The future for medical education? Medical Teacher, 24(3), pp. 261-267.

Harden, R. M. (2005). A new vision for distance learning and continuing medical education. Journal of Continuing Education in the Health Professions, 25(1), pp. 43-51.

Jonassen, D. H. (1994). Educational Technology, 34(4), pp. 34-37. Kim, S., Kolko, B. E. and Greer, T. H. (2002). Web-based problem solving learning: third-year medical students’ participation in end-of-life care Virtual Clinic. Computers in Human Behavior, 18(6), pp. 761-772. Mitchell, A. and Honore, S. (2007). Criteria for successful blended learning. Industrial and Commercial Training, 39(3), 143-148.

Ruiz, J. G., Mintzer, M. J. and Leipzig, R. M. (2006). The impact of E-learning in medical education, Academic Medicine, 81(3), 207-212.

Salmon, G. (2002). E-tivities: the key to active online learning. London: Routledge Falmer.

Thank you

Any questions?