This year has seen the most significant growth in e-learning resources in the history of BSMS.
Part of this growth was to support the move of obs & gynae and paeds into Year 4 of the undergraduate medicine curriculum. This necessitated more specialty rotations of slightly shorter length with smaller group sizes. Several of the specialty rotation leads turned to technology-enhanced learning (TEL) tools to deliver the learning content for students whilst maximising their clinical exposure. Most of these did this by providing online video-based information on core topics that students viewed before the weekly seminar. This means they could spend the face-to-face time focussing on deeper learning. Here’s an example of what has been produced:
| End of life care | Two web-based tutorials providing students with information and a case-scenario | PowerPoint; Adobe Captivate |
| Aspects of labour | Four web-based tutorials with specially-produced clinical skills videos and quizzes | Clinical Media Centre (BSUH); Adobe Captivate |
| Neurology and neurosurgery | Nine screencasts* of core topics in the neurology rotation followed by self-test quizzes | Camtasia Studio; Studentcentral quiz tool |
| Sexual Health | Seven screencasts* of core topics in the HIV/GUM rotation, and four supplementary ones, followed by self-test quizzes | Camtasia Studio; Studentcentral quiz tool |
| Musculoskeletal medicine | Two self-test quizzes and two videos of interviews with a patient around their care and experience | Studentcentral quiz tool Video capture and edit |
*Recordings of teaching presentations made by the clinical lecturers themselves
We will showcase some of these in future posts with more detail to give insight into how busy clinical faculty found using the technology and how they feel it has impacted teaching. It might give you some ideas as to what you could do…
As Clinical Educator I run Module 402 (GUM and HIV) with Dr Suneeta Soni and can confirm that a move towards TEL may seem daunting initially. However with the amazing expertise, support and guidance from Tim Vincent it’s actually not scary at all. The transition away from what may seem to be safe and reliable has enabled us to really refresh the module. More importantly it has brought our teaching strategies up to date with how medical students access and maximise their learning opportunity.
Thanks Jules. A helpful testimony!
We will be evaluating student feedback on the resources nearer the end of the academic year to see what the students report officially. Anecdotally, students report positively about the new learning resources.
Hmm…I suspect they may be be a little further along the curriculum, and a desire not to bring out all the ‘treasures of the storehouse’ at once! But you can have a look here:
https://studentcentral.brighton.ac.uk/webapps/blackboard/content/listContent.jsp?course_id=_104828_1&content_id=_2712341_1
If you would like to consider using anything, I can put you in touch with Dr Jonathan Knibb, neuro lead for Year 4.
auto-corrected ‘neuro’ to near 🙂
Looks fantastic, are the near ones suitable for students in module 202?