Transcript Implementation of the 'triple jump assessment’ in a PBL module

Health Sciences and Practice Subject Centre
Problem Based Learning Special Interest Group
26th March 2009
Bernadette Burns (Senior Lecturer)
Moira McLoughlin (Senior Lecturer)
Bernadette Burns (Senior Lecturer)
Moira McLoughlin (Senior Lecturer)
March 2009
A GREATER MANCHESTER UNIVERSITY
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Bernadette Burns
Introduction and Evaluation of
Problem Based Learning using the
triple jump approach within an
undergraduate children’s nursing
curriculum
A GREATER MANCHESTER UNIVERSITY
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Where is Salford?
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North west of England
5 minutes from Manchester
centre
2hrs 50 mins from London
Direct flights to Manchester
Home of the Commonwealth
Games
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Aim of presentation
• To demonstrate how the triple jump
assessment strategy was used as a
summative assessment strategy to develop
knowledge and skills acquisition using a
problem based learning approach.
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Outcomes
• Understand how curriculum changes facilitated the introduction of
the triple jump strategy as an effective summative group
assessment tool.
• Discuss how cased based resources were developed
• Present an overview of the preparation of students and facilitators
to engage in this change process
• Identify how knowledge gaps were identified and resolved by
accessing quality resources, working effectively with peers and
work to a timescale.
• Present findings from the evaluation of the first cohort
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Curriculum Changes
• Institutional Audit (2006) identified an over reliance on
written assignment as a form of summative assessment
strategy.
• Colleagues returned from McMaster University where triple
jump used by a variety of healthcare professionals and used
as vehicle to promote change.
• New Curriculum (changes in structure)
- module lost 4 weeks of taught time
- moved from year 3 to year 2
- increased numbers of students requiring assessment
supervision
- decreased availability of lecturers
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Curriculum Outline
Year 1
semester 1
short module
Semester 2/3
2 long modules run concurrently
Year 2 semester 1/2
2 long modules run concurrently
Year 3 Semester1
short module
Semester 3
short module
(complex care needs)
Semester 2/3
2 long modules run concurrently
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The students
• 2nd year student
nurses on diploma
training programme
leading to RN Child
• Curriculum
underpinned by
Problem Solving
Philosophy
(Glen & Wilkie 2000)
• Key skills incorporated
into curriculum
• Literacy
Numeracy
• Information technology
Communication
• Problem Solving
• Working with others
• Oakey& Doyle(2000) A
Strategic Approach to
Undergraduate Key
Skills Development
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Developing of the module
facilitators: assessment strategy
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Introduction to rationale for change
PBL and Triple Jump (PBL sig group
Development of cased based scenarios
Development grade descriptors
Development of facilitator packs with clear information and
strategy to direct student learning
• Preparation and peer review of grade descriptors by module
team and school QAEG (based on McMaster grade descriptors)
• Ratification Journey school teaching and learning committee
• Faculty approvals final ratification for ready for September 2008
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Developing the assessment
strategy
• Assessment strategy had to be common to adult and mental
health branches of nursing
• Clinical cases studies developed in year 3 partnership modules
amended and enhanced by module team and practitioners
• Ratification Journey school teaching and learning committee
• School Programme Approvals Committee
• Faculty approvals final ratification for ready for March 2008
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The assessment
• 5 Case Based scenarios developed with practitioners
- neonate with liver disease
- child with leukaemia
- child with cystic fibrosis
- child with epilepsy
- child with long term renal condition
- child with autism spectrum disorder ( new)
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Example of case based
scenarios linked to module
outcomes
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Module Outcomes to support summative case based presentations:
Displays knowledge and skills required for effective partnerships and
collaboration in children’s nursing (1)
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Defends ethical decision making in clinical practice (2)
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Critically debate the provision of services for children and families with complex
health and social needs. (3)
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Analyse evidence on which children’s nursing is based (4)
Defends problem solving and decision making in children’s nursing (5)
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Example of case based
scenarios linked to module
outcomes
• Case Study 1
PBL
Molly is the second child of Dan and Sarah She was born at the local district General
Hospital following a full term normal delivery. Her birth weight was 3.5Kg. She was
noted to have mild jaundice and was discharged home within 24 hours post delivery.
Sarah had chosen to breast feed Molly unlike her first child who was formula fed..
On Day 4 it was reported by Sarah to the midwife that Molly’s umbilical cord tended to
bleed during nappy changes but following reassurance from the midwife Sarah was
encouraged to cleanse the area more thoroughly as no signs of infection were evident..
The Health Visitor visited the family when Molly was 3 weeks old. When Sarah was
asked about Molly’s progress Sarah identified that Molly did not appear to be gaining
weight as compared to her first child and her stools were now becoming pale. Her
nappies were also noted to be very yellow. Sarah had continued to breast feed Molly
and had been reassured that the symptoms she was describing were associated with
breast feeding jaundice and the Health Visitor felt this was an over anxious mother but
agreed to revisit in 1 weeks time.
One week later when the Health Visitor called on the family Molly’s jaundice was
unresolved and her abdomen appeared swollen. Molly was then referred to the GP for 14
further investigations.
Assessment continued
• Assessment
• Students in groups of 4 will undertake a presentation
surrounding the care issues arising from the clinical case
scenario they have been allocated. Forty minutes will be
allowed for the group presentation with 15 minutes
allocated for questions. These answers need to
demonstrate some depth of knowledge pertaining to the
clinical case scenario. The group take joint responsibility
for the knowledge presented and any member of the group
may be asked questions on any aspect of the content.
Students will be informed of their problem based learning
group and the date and time of their group presentation on
day one of the module. 100%
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Assessment continued
• Guidance
• The triple jump is a three-staged process which culminates in a
summative, presentation by a pre designated group of students.
Each presentation is based on a clinical scenario given out in
week 1 of the module.
• On the day of the presentation present an abstract which
contains a summary of the way the presentation is to be
organized and sequenced, please include clearly structured
objectives and a brief overview of the content. This abstract
will not be marked. The copy of the abstract will be kept by the
markers.
• The triple jump uses a problem-based learning format which
takes place within a defined and compressed, time frame.
• Students with an identified disability will be allowed an extra 5
minutes for their presentation.
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Onion Model: Personal and
Professional development
• Using the model identified knowledge
deficit using NMC four domains and link to
family centred care and care planning.
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The Onion Model (Darvill and
McLoughlin 2000)
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STUDENT GUIDELINES:
PRESENTATION : CLINICAL
CASE SCENARIO ASSIGNMENT
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Stage 1 Timetabled session
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Step I, Introduction to the clinical case scenarios. facilitated by a member of the module
team
Step 2 students’ mind map their groups learning issues, developing and prioritizing
learning objectives, and outlining a shared learning plan in relation to the clinical case
scenario ( wikki used a repository)
Step 3 students advised to delegate the development of the knowledge content pertaining to
the clinical case between the group members.
Students then negotiate ground rules between themselves (appoint chair person)
Group Learning Outcomes agreed and verified by facilitator
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Marking criteria developed and adapted from Evaluation of Students in BSc ( Occupational
Therapy (Sue Baptiste 2000) McMaster Conference
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STUDENT GUIDELINES:
PRESENTATION : CLINICAL
CASE SCENARIO ASSIGNMENT
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Stage 2
Occurs at a pre-arranged time negotiated between the students and the
learning facilitator
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Opportunity to discuss the resources they will use to support their
presentation and the learning facilitator will offer any extra guidance
and support required at this time
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Stage 3
Student group presentation: 40 minutes with an extra 15 minutes for
questioning.
Presentation of the evidence based knowledge generated pertaining
to the learning objectives and the clinical case scenario.
Each student expected to present an equal amount of content and all
students share joint responsibility for the content delivered.
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Problem Solving
• Encourages student to challenge practice
• Allows student to identify knowledge deficit
• Utilises key skills to solve problems
• Evidence based practice
• Develops a practitioner fir for purpose fit for
practice (Glen& Wilkie 2000)
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Virtual Learning Environment
• Facilitators set up group discussion boards
• Students set up a file exchange
• Students developed group outcomes/
reviewed by facilitators and amended if
required
• Content accessible to whole group
• Once content developed trial run in
university using power point
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Student Evaluations ( trialled
PBL evaluation tool
(25 students)
On a scale of 1-10 (1 = poor, 10 = excellent)
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What was your perception of using problem based learning as a
summative assessment strategy
Was the assessment strategy clearly articulated in the module
handbook and on introduction to the module by the module leader?
Was sufficient time allocated to facilitation?
Was sufficient time allocated to researching materials to underpin the
case presentation?
How well do you feel the group members have participated and
worked effectively as a team member on this presentation?
Please identify factors that negatively impacted on the groups overall
presentation and how these could be overcome?
How relevant was the taught content of the module?
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Student Evaluations ( trialed
PBL evaluation tool
(25 students)
8. Was the information placed on your groups? blackboard pages
9. How well do you feel group members used the available resources
pertinent to this presentation
10. Did you group have a chairperson?
11. How effective do you feel the role of the chair was in relation to this
summative presentation?
12. Chair person only to answer this question
Please list any difficulties associated with this role
13. What was the standard of references and reading used to support
the presentation?
14. How well do you feel the group presentation went?
15. What was the standard of discussion in relation to this presentation?
16. What have you learned about yourself from participating in this group
presentation?
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Student Evaluations ( trialed
PBL evaluation tool
(25 students)
17. How well do you feel that the working on this presentation has
helped YOU enhance the following key skills IT, communication,
working with others, managing own learning, working with numbers?
18. Are there nay other comments you would like to add?
See attached summary of answers
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Grade Descriptors Electronic
feedback template
• Presentation and development
• Accuracy and relevance including references
sources
• Knowledge and understanding of specified topic
underpinned by relevant reading.
• Application of theory to clinical practice
• Analysis and demonstration of reflection
• Demonstration of key skills
• ( see module handbook)
• Grade descriptors used as a template for electronic
feedback
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Success criteria
• 26 students enrolled on the module
• 24 passed
• 1 non submission due to sickness (re-learner)
• 1 failed poor content failed to reach academic standard
• Marks ranges from 78 to 35
• Failed student was a re-learner with two other
assignments to resubmit
• Improved median mark
• Successful assessment strategy adopted by all 3
branches
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Benefits to lecturers
• Allowed students to take responsibility for own learning
• Clear guidance on facilitation and development of
content,
• Timetabled group facilitation
• Reduced time spent on assignment supervision
• Reduced marking time
• Reduced number of failures
• Students ready to access year 3 without having to
resubmit assignments
• Feedback given electronically
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Conclusion
• Summative assessment using the PBL triple jump was
successful
• Achieved an improved pass rate at first attempt
• Introduced a new and successful assessment strategy
• Minor amendments to be made e.g. increase time
allocation to 15 mins per student.
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References
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Brown, S. and Glasner, A. (Eds.). (1999) Assessment matters in higher education—choosing and using
diverse approaches. Buckingham: Open University Press
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Baptiste S (2000) Marking criteria developed and adapted from Evaluation of Students in BSc
Occupational Therapy McMaster Conference
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Burns B (2005) Utilising information technology and problem-based learning strategies to resolve practice
dilemmas in a children’s orthopaedic setting
Journal of Orthopaedic Nursing Volume 9, Issue 3, Pages 127-133
Glen and Wilkie 2000 Cited in Roberts, D Ousey K ( 2003) Problem based learning: developing the
triggers. Experiences from a first wave site Nurse Education in Practice
Volume 4, Issue 3,Pages 154-158
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Mcloughlin M , Darvill, A ( 2007) Peeling back the layers: a classroom model for problem based learning
Nurse Education Today
McTiernan et.al. (2007) The triple jump in problem based learning: an evaluative method used in the
appraisal of both knowledge acquisition and problem solving AISHE Reading No 1
http://www.aishe.org/readings/2007-1/No-19.html
Oakey, D., Doyle, M., (2000) A Strategic Approach to Undergraduate Key Skills Development: Salford
Key Skills Project, Final Report,
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