Curriculum design through co-creation:
Exploring and applying the students as
partners framework for partnership
Jane Priestley
• Explore and apply the Framework for partnership in
learning & teaching in higher education
• Build on your knowledge and experience to identify
challenges and opportunities when co-creating curricula
• Work together to share good practice and discover what
is working well in partnership activities
Aims of the workshop
Public engagement brings research and HE institutions together
with the public. It generates mutual benefit – with all parties
learning from each other through sharing knowledge, expertise
and skills. Done well, it builds trust, understanding and
collaboration, and increases the institution’s relevance to, and
impact on, civil society.”
National Coordinating Centre for Public Engagement (2009)
Public Engagement & Higher Education
• Public engagement is now evident across many discipline
areas and organisations other than health
http://www.publicengagement.ac.uk/
• Involvement is particularly well established in certain areas
of health and social care professional education
• However, although involvement is extensive and diverse,
it may range from an embedded institutional approach to
‘pockets’ of innovation, with specific groups of learners
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Educational context
• Innovation in partnership requires an appropriate
infrastructure, with policy and processes that facilitate
involvement
• There is a need for a sharing of good practice, facilitation
& development of involvement and a central repository
of resources to promote knowledge transfer
Spencer J. (2011) Can patients be teachers? Involving patients and
service users in healthcare professionals’ education. A report to the
Health Foundation . London : The Health Foundation
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Current issues
• More than the programme content
• An educational design that guides the learner through a
set of teaching, learning and assessment experiences
• Achievement of learning outcomes & graduate attributes
• Situated within a range of learning environments: physical,
virtual, social, placement and community
• May be enhanced through extra-curricular and co-
curricular activities
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Curriculum
• A Framework for partnership in learning &
teaching in higher education
• (Healey, Flint & Harrington 2014)
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• A useful first step for partners to explore
and agree on shared values
• Can be used to assess how systems,
processes and policy enable these values
• What are the values and principles key to
successful partnership in curriculum design
and delivery ?
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Values & principles
• What is the purpose of partnership ?
• What are the key drivers influencing the design
and delivery of the curriculum in your discipline ?
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Context and case for partnership
https://lutube.leeds.ac.uk/extji1/videos/9396
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Seminar series : Leeds University & HEA
• 3 main areas
• Values in health & social care practice
• Knowledge & understanding for health & social care
practice
• Practice of health & social care
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QAA draft statement of common purpose
• A culture and infrastructure that supports and
enables PPI
• Sharing and disseminating good practice
• Preparation and training for all stakeholders
• Evaluation and assessment of impact
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The cornerstones of engagement
Are opportunities
available ?
Do all stakeholders see
partnership as their
responsibility ?
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Putting partnership into practice
6 main educational roles
• Paper based/electronic scenario
• Simulated patient
• Patient sharing experiences with staff facilitating
• Patient teacher- teaching or evaluating
• Patient teacher as partner in design, delivery and
evaluation of the curriculum
• Involved at institutional level
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The spectrum of involvement Towle et al (2010)
Co-creation of on-line learning resources
http://bradton.pbworks.com/w/page/13574418/FrontPage
Digital Stories : Patient Voices
http://www.patientvoices.org.uk/stories.htm
Health Talk Online
http://www.healthtalk.org/learning-teaching
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On-line resources
Curriculum design
To what extent do partners
shape the curriculum ?
What role do partners play
in course approval and
validation processes ?
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The conceptual framework
To what extent and how
are partners involved in
the evaluation of
learning & teaching
practices ?
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The conceptual framework
• Effectiveness case
• Ethical case
• Economic case
• Evidential case
(Stanieszewska et al 2012)
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Evaluating impact
Impact on yourself Impact on your institution Impact beyond your
institution
What impact might PPI have
on you as an individual
and your project team?
What impact might PPI have
on students and staff
within your institution?
What impact might PPI have
on the wider HE community
and its stakeholders?
Raising awareness
Increasing understanding,
knowledge or skills
Changing practice and/or
policy
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IMPACT MATRIX
How can we engage more widely ?
Reflect current trends in practice
Less focus on model of illness more on health promotion
Person centred approach developed
Role emerging placements
Service learning
Public & voluntary learning
Community visits
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Engaging with people beyond the HEI
LEN –the Lived Experience Network
Mental Health in Higher Education Hub
http://mhhehub.ning.com/
DUCIE Developers of Users & Carers in Education
Link as above
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Networks
• There is a need to make explicit the connection between
patient/user involvement in the education and training of
future health professionals and key healthcare issues, such
as patient safety, the patient experience, quality of care,
person centered care, and shared decision making.
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Key message
• Channine Clarke, Richard de Visser, Marion Martin, and Gaynor Sadlo: (2014) Role-emerging Placements: a Useful
Model for Occupational Therapy Practice Education? A Review of the Literature. International Journal of Practice-based
Learning in Health and Social Care 2(2), 14-26. DOI: 10.11120/pblh.2014.00020
• Staniszewska S, Brett J, Mockford C, Barber R (2011). The GRIPP checklist: Strengthening the quality and transparency
of reporting for patient and public involvement in research. International Journal of Technology Assessment for Health
• Tew J, Gell C, Foster S. (2004.)Learning from experience. Involving service users and carers in mental health education
and training. Nottingham: Higher Education Academy/National Institute for Mental Health in England/Trent Workforce
Development Confederation; Care, 27 (4):391-399.
• University of Leeds (2013) The Role of Professional & Regulatory Bodies in Patient & Public Involvement. University of
Leeds & Higher Education Academy Seminar Series https://lutube.leeds.ac.uk/extji1/videos/9396 (Accessed 11th
November 2014)
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References