General

New multimedia equipment available for producing learning resources

Tim Vincent General, TEL tools and technologies, Video, audio, images, multimedia

Filming Year 5 Obs Gynae Paeds example OSCE
(Copyright 2017 Brighton and Sussex Medical School)

Filming GP Integrated Cases in the studio
(Copyright 2016 Brighton and Sussex Medical School)

CJ editing video at her desk
(Copyright 2017 Brighton and Sussex Medical School)

This year we have been making use of a new collection of video and audio equipment to produce learning resources for our medical students. BSMS Learning Technologists, Tim and CJ, have been working with some of our subject leaders on the undergraduate course to create a range of resources to support teaching and learning.

Examples include:

  • Simulated OSCE videos to support new end of year exam in Year 4
  • Patient consultation videos for sexual health
  • Short ‘screencasts’ (recorded presentations) to enhance seminar teaching in neurology and GUM
  • Patient scenarios (using professional actors) for GP ‘integrated cases’ seminar teaching

The new equipment includes a fully portable video kit and laptops for loan to make it as flexible as possible and maximise its use for our teaching staff. Tim and CJ have the expertise to help you plan, record and produce multimedia learning resources that can support your teaching.

If you are teaching BSMS students and have an idea for a relevant multimedia resource, do get in touch with them: t.r.vincent@bsms.ac.uk or cj.taylor@bsms.ac.uk

New e-learning resources for Year 4 medical students

Tim Vincent E-learning resources and learning objects, General, Sharing good practice and examples, Video, audio, images, multimedia

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:

year-4-tel-initiatives-screenshots
Screenshots from some of the online resources
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…

The BSMSanatomy Twitter account

Catherine Hennessy General

Once I arrived at BSMS in September 2015, I set up the BSMSanatomy Twitter account because I had experienced how we had successfully used it at Southampton to support medical students during their anatomy learning. What was it used for I hear you ask! I must admit when I first started to use Twitter with the Southampton students I wasn’t sure what the value of it would be but having discussed the idea with the anatomy course leader for the neuroanatomy/head and neck anatomy module, a module that students found difficult historically, we thought it would offer students learning support and a contemporary way of engaging with the subject. It seemed to work – I discovered that students liked the ease of communication with lecturers that Twitter offered, the learning opportunities it offered via other people sharing tips/resources and the feeling of support it provided by creating a virtual community for students to network and connect with their colleagues. I have been trying to continue this success and evolve how Twitter can be used at BSMS.

How I am using Twitter? I have set up hashtags for each of the modules which contain anatomy content for example, #m202anatomy. This will contain all of the tweets regarding the anatomy for 202. Can you guess the other hashtag that is live right now (Sept.2016)?……Yes it’s #m102anatomy. If you have a Twitter account, try entering these hashtags into the search tab in Twitter and you will see the tweets that pop up or you can simply click on the links at the end of this blog. I must admit that the majority of the tweets are made by me (@bsmsanatomy) but occasionally a student will tweet something! Tweets might be: sharing a photo or a drawing of something that the author found to be a useful learning tool, a mini-quiz set by me using the Twitter polling tool (which allows you to set up a poll, replicating an MCQ for students to answer via voting for their selected answer) or sending general information or messages. For inclusivity I have also set up widgets (display windows) in the anatomy area of student central which streams the hashtag feed allowing all students to view it regardless of whether they have a Twitter account or not.

I found last academic year that BSMS students didn’t seem to get involved with Twitter hashtags as much as the Southampton students. Perhaps this was because students didn’t know or trust me (being a new member of staff), perhaps they were not Twitter users or perhaps they are simply supported enough – BSMS are quite content it would seem according to the NSS! Nonetheless, I am continuing to use the Twitter hashtags this new academic year because I do believe that our students are nervous about using social media in an academic/professional light and by encouraging to engage with academic social media platforms we can educate students to use social media professionally, a skill which I feel is valuable for networking within a community of practice in today’s society.

Please feedback any thoughts, ideas or questions – this is an evolving endeavour!

https://twitter.com/hashtag/m202anatomy?f=tweets&vertical=default&src=hash

https://twitter.com/search?f=tweets&vertical=default&q=%23m102anatomy&src=typd