With a shared interest in applying virtual environments in healthcare education delivery, representatives from CfLAT, Paramedicine, Nursing and Physiotherapy have begun collaboration in developing an interprofessional scenario. The most obvious place where these professions inter-lap is during a handover.
The development of the scenario will (hopefully) serve multiple purposes:
Get Together. While we talk (at length, some times) about developing interprofessional education, the practicality of progressing this can be met with some resistance. For some- it’s easier to do it alone to progress individual ideas by excluding consultation with others. Fortunately, this is not the case for the group of people above, who ultimately see the students and professions only benefit in us prioritising and ensuring the best result with the resources we have. It is not without other constraints, however- location (are spread across three campuses); timetable, student numbers, research pressures; annual leave…
Conceptual to Curriculum Embedding. The vision here is that if- as lecturers and clinicians- we can demonstrate a conceptual scenario as to how interprofessionals work together, it would be seen as achievable by students. This would require a shift from a more didactic form of teaching to encourage discipline students informing each other through interaction with consideration of others roles and requirements in terms of required clinical information for decision making.
Develop [confidence in] Digital Fluency. A recent announcement from Hon. Hekia Parata signalled that digital fluency will be a key focus for Ministry centrally-funded professional learning support (PLD Changes will lift student achievement, 23 Sept. 2015). Digital fluency includes the combination of digital or technical proficiency; digital literacy; and social competence. For example, students could be given a case scenario to develop using available resources (360 cameras, SeekBeak, WondaVR). Data could be shared amongst the groups using Google Drive(s), edited using freely available software (www.seekbeak.com or http://www.WondaVR.com) and then uploaded to YouTube (private link) for viewing and critique of peers then assessment. By encouraging students to develop their scenarios within a “virtual environment”, it builds their procedural fluency and wisdom in becoming a “digital citizen”. It enables them to not only select the right tools for the task and know what to do with them, but also explain why it works that way and how they might adapt if the context changed.
Research Output. As a School, truely embedding interprofessional consideration in to curriculum is relatively new. This sets the scene for potential publication and presentations as we develop our thoughts and progress on this venture together. The use of digital technology in the delivery of healthcare education is relatively uncharted, therefore, we suggest, watch this space…
Once upon a time, when I worked in schools, early childhood teachers routinely issued young children with a ‘pen license’.A pen license was much sought after as it meant that a child could ‘advance’ to using a pen instead of a pencil. Using indelible ink meant that the child was able to write legibly in longhand. But legibility wasn’t enough, the child also had to be able to copy and compose text without making lots of mistakes that needed to be erased. Writing in pen meant the pupil had been deemed competent at basic writing tasks.
Of course, while schools issued rubrics about what counted as the standard for the pen license, different teachers did interpret the rules slightly differently. And different children learnt differently, so they didn’t all achieve the license at the same time. However, by and large, it seemed that most children got their pen license well…
Believe it or not this is the future of AUT interdisciplinary healthcare. Don’t let the scrawl confuse you, this little idea has legs…….and arms……..and toes.
So the idea originates from the fact that we currently have hundreds of healthcare students taking core papers within the University, and whilst there are many reasons why a student will choose a particular discipline, there are perhaps many reasons why they do not know why they have chosen a discipline. By way of an example, a prospective undergraduate candidate was asked why he would like to be a Paramedic? he answered “because it looks cool on the TV and I like the uniform”.
So aside from those that are clearly misguided, ultimately, we do not know what we do not know. So for this reason Stu Cookie and myself are currently discussing an idea that may be helpful to our undergraduate students who take core papers.
The AUT Health school core hub: A centralised site where each department can showcase their activities, skills and culture. Not only a place to like/dislike uniforms but a place to see what each discipline does and to reflect on career choice and ultimately to provide an answer to the question of what does a “……………..” really do!
The plan is to have links to alumni, Lecturer blogs, skill station videos, conference updates, 360-degree video footage and the ability to view a more authentic program overview.
So if you don’t know what you don’t know then have a look at the hub!
As part of recent requests to come up with digital literacy strategies for the use of social media I decided to create my own social map and share it as an example exercise for both lecturers and students. The Mapping exercise comes from the work done by JISC and @daveowhite
After sharing my social media map on Twitter I found out that there is a hashtag for the Visitors and Residents model #VandR and workshops being run in the UK on using social media mapping for creating awareness around digital literacies. So now I can compare my social media map with other educators around the globe!
There is a lot of talk about increasing student engagement. For me, engagement suggests the teacher sets the agenda and the student then engages.
What about shifting away from this to a more student directed model – where the student determines what they want to learn and then sets about working out how?
Engagement then becomes empowerment.
For me, this is at the heart of the change we need to make in education; we need to equip students with the skills to be creative, enquiring and critical – long after their time in the classroom with us.
This video from John Spencer @spencerideas really encapsulates this shift in thinking and action. Plus, video has a simple format; black and white… nice design