Transcript Student Consultation on Mobile Learning: methods, messages and musings Ceri Coulby Educational Staff Development Officer Viktoria Sargent Research Officer www.alps-cetl.ac.uk.

Student Consultation on
Mobile Learning: methods,
messages and musings
Ceri Coulby
Educational Staff Development Officer
Viktoria Sargent
Research Officer
www.alps-cetl.ac.uk
Poll Question
• When do you think students should
be consulted on their OWN
curriculum?
– Pre-course start
– Regular reviews throughout course
– Post course
– They shouldn’t be consulted
About the Projects
• University of
Leeds
• Final Year Medical
Students
• 14 Re-Sit
Placements
• PDAs for Mini-CEX
•ALPS*
•900 Mobile
Devices (PDAs)
•16 Health and
Social Care
Professions
•Assessment Tool
*Assessment and Learning in Practice Settings CETL: Universities of Leeds,
Bradford, Huddersfield and York St John and Leeds Metropolitan Universities
Methods of Consultation
•All PRE-assessment tool
• Initial PDA trial
(pre-placement) being rolled out
• Post placement:
Focus Groups
and evaluative
questionnaires
•Workshop: Watched
Scenario and Feedback
•Focus Group
•Simulation Exercise
Methods of Consultation (2)
NO INCENTIVES
OFFERED!
Video
• https://www.alps-cetl.leeds.ac.uk/
Findings – Mini-CEX
• “Typing was time consuming”
• “I think having an email/ phone number for support is
important. I didn’t use this, but felt reassured that it
was there”
• “My suggestion would be to keep the format simple and
the number of assessments reasonable”
• “I have really enjoyed this placement. As compared to
other placements I think I had a clearer sense of my
goals and what I wanted to achieve. I really felt
supported by people on the team and felt learning
opportunities were made easily available”
IMPACT
• Scaled project for entire final year
• Reduced the number of
assessments
• Told students to use audio to
record feedback
• Produced online training materials
• Revised evaluation
Findings - ALPS
• “If the patient wanted to say something negative…then
how does that student respond to that? And who’s going
to support that student to deal with that afterwards?”
• “The assessment is usable although I feel the wording
needs to be altered. The questions were appropriate –
the multiple choice answers need to be decreased as
they are too broad”
• “I feel the assessment would work well in practice if the
student had full control of their own PDA and it was not
used in a way which would place the student under
more pressure”
IMPACT
• Recommendation that assessors
receive service user feedback as
opposed to students
• Language of assessment tool
• Revised protocol for tool use
• Guidelines for mobile device use
• Further consultations
Negatives
- Students do not always turn up!
- By consulting PRE- project, it takes longer to
get anything produced. i.e. Assessment tool –
continuous consultations
- Can only be done without time-constraints (resit students – finite amount of time,
assessment tool – less time pressured)
- PRE-project consultation...more stressful for
project team
– Requires more resources and time
Positives
+HOWEVER – saves re-write time, and
increases success chance of the first
run of the project
+Consulting at outset made students feel
more involved – and more engaged as a
result
+Students feel valued- and more willing
to engage in research
Reflection
• Consulting pre-project created a
much more usable assessment tool
as a result of consultation
• BUT it’s not always appropriate to
consult PRE and POST
• How much student time are we
able to/should we use up?