Students on the BA Hons Teaching, Learning & Child Development programme are introduced to assessment protocols and practices in a series of seminars at the beginning of Year 1. After the first assessment point in semester 1 each PAT meets with their group of 10 tutees to reflect on the feedback / feed-forward received for the first piece of summatively assessed work. The PATs use the GROW model of coaching with the students to unpick the assessment feed-forward and to target set for future work.
What was the impact?
Students left the group tutorial feeling they understood how to interpret tutor feed-forward comments and how to action plan. Action planning is shared with the PAT and students had a clear understanding of how to track their own academic progress using the Progress and Development Profile
For further information please contact
Gillian Pye, Programme Leader BA Hons Teaching Learning & Child Development
High fidelity simulation: Using to technology to enhance simulation in Paramedic Practice
“The paramedic team have recently been experimenting with simulation and social media to simulate techniques that replicate ‘real-world’ activities and provides students with the opportunity to explore their own learning in a controlled environment. It can be difficult to ensure both the fidelity and the relevance of a simulation in a simulation or clinical skills.
The utilisation of technology can increase the immersion of a student in simulation. Recreation of an environment can allow the student to practice skills in a safe space with the feel of working in practice, creating an unpredictable event in a predictable environment. The use of patient monitors and mannequins that produce a life-like props that can be controlled by the academic, but interacted with by the student, can further add to this.
If you interested in using this technology or looking to explore innovation in your area please get in touch or come and see us … we are presenting our current work at the SOLSTICE Conference which is being held at Edge Hill University on 4th and 5th June 2019.
Barry Matthews and Rory Mc Kelvin are Lecturer’s in Paramedic Practice and Pre-hospital Care is based at St.James, Edge Hill University’s Manchester Campus.
Between first week and reading week the students engage with work which extends that which they started pre-course and during First Week. These sessions include input from Learning Services on accessing information and Assistive Technologies. The course team (Programme Leader & Course Leader) deliver these sessions covering active reading techniques, how to get the most out of your lectures, Harvard referencing, and the assessment protocols and practices on the programme.
What is the likely impact?
Students comment that these sessions really help give them a grounding in some of the key skills they need to develop and as these sessions run simultaneously with their first module they utilise the skills in between taught sessions to get a feel for what works best for them. The programme team is looking to build on this and develop a HE Study Skills module across both semesters in Year 1.
For more information please contact: Gillian Pye, email@example.com
Student Peer Mentoring is not something done in isolation but is interconnected with many other aspects of the student experience i.e. transitions, personal tutoring, wellbeing. As we now build the bigger picture it is anticipated that we will see more holistically the relevance of Student Peer Mentoring to these other very important aspects and furthermore be able to see its impact in important areas such as retention and attainment.