POSTER – The sum is more than its parts: Creating a course.

Petra Klompenhouwer & Shirley Masterson
@OT-PetraKl / @shirlmasterson

Parallel session 3, CoLab 3.4 – POSTER

Short Abstract
Key focus: informing and discussing ways to move from modular provision to more course orientated provision.
Aim: provide the audience with an idea of how to achieve a structure that moves away from modular provision and encourages a cohesive course structure for both students and staff.

Back to event programme

Detailed Outline
As part of the recent re-approval of our BSc(Hons) in occupational therapy we have tried to develop a more integrated course programme. As part of this we have developed six strands that re-occur throughout each of three years. This created horizontal consistency. Within each year module leaders, under the guidance of a year tutor, are working on vertical integration of modules. Assessments and assessment types have been an integral part of this development.

The programme was developed with a wide range of stakeholders including service and service users (2014 HEA; 2012 HCPC). In part to satisfy professional body requirements but importantly: With a view to ensure graduates are ready to join the ever changing health-care community upon graduation and are ready to meet life-long learning requirements (2013 HEA; 2004 Knight and Yorke).

Learning spaces are encouraged to be used differently by moving away from traditional lectures and using a “flipped classroom” approach (2013 Critz & Knight; 2013 Misseldine et al). As part of this change staff are developing technological skills to enable them to create on-line resources to facilitate the “flipped classroom.”

Alongside this we have attempted to improve the feeling of belonging to the programme in our students. We have created facebook pages for all of our cohorts and are using social media (twitter in particular) as part of our teaching.We continue to work closely with our SHOUT group. SHOUT is run by students and hosts monthly talks by experts in the field for local clinicians, students and staff; as well as organising other extra-curricular opportunities for students.

Critz Catherine & Knight Diane (2013). Using the flipped classroom in graduate nursing education. Nurse educator, 38(5), p210-213
Health Care Professions Council (HCPC) (2012). Service user involvement in the design and delivery of education and training programmes leading to registration with the Health Professions Council. Higher Education Academy (2013) Defining and developing your approach to employability: A framework for Higher Education Institutions
Higher Education Academy (HEA) (2014) Framework for partnership in learning and teaching in Higher Education.
Knight, P. and Yorke, M. (2004) Learning, Curriculum and Employability in Higher Education. London: Routledge Falmer.
Misseldine Kathy, Fountain Rebecca, Summers Lynn, Gosselin Kevin (2013). Flipping the classroom to improve student performance and satisfaction. Journal of nursing education, 52(10), p597-599