Upload
brianne-rich
View
215
Download
1
Embed Size (px)
Citation preview
Aim of the session
• To share our experience in developing negotiated imaging modules in specialist/focussed areas of diagnostic imaging.
UoL MSc Diagnostic Imaging Programme
• Created by merging existing Breast Imaging and Medical Ultrasound programmes
• Preserved the existing high-quality student experience
• Increased opportunities for inter-professional learning
• Streamlined delivery to ensure programme viability and sustainability
Rationale for Restructuring
• Accommodate existing and emerging/niche specialists areas of practice
• Course and module design to enable students to negotiate learning and
assessment on an individual basis
• Introduce flexibility and future-proofing
Negotiated Modules
• Developed in response to increasing service and practitioner demand
• Two negotiated imaging practice modules (15 credit and 30 credits options)
• Accommodate the increasing number of areas of specialist professional
development within Diagnostic Imaging
• Enable students to undertake focussed or broader area study in a speciality
depending on their individual clinical requirements
Specialities currently delivered in NIP and FNIP
• Image Guided Interventional Procedures
• Breast Ultrasound
• Peripheral Vascular Ultrasound
• Focussed aspect of a module e.g. First Trimester Obstetric Ultrasound
• Not delivered 12-13 but done in past
– Musculoskeletal Ultrasound
– Cardiac Ultrasound
Negotiated Imaging Practice (NIP) and Focussed Negotiated Imaging Practice (FNIP)
• Multiple small groups studying a variety of clinical applications
• Students negotiate their own learning, teaching and assessment with
guidance from the module and strand leaders
• Learning, teaching and assessment proposal moderated by Learning
Contract Review Panel
The collaborative approach
• Students develop and submit a learning contract outlining their proposed
individualised programme
• Panel of subject specialists (strand leaders) moderate to ensure parity,
fairness and academic integrity of learning, teaching and assessment plan.
• Locates academic control in successful student / tutor partnerships.
• Clinical partners – Mentors monitor progress and undertake the summative
clinical assessment in conjunction with academic from UoL
• Aim Summarise your overall aim(s) for this module
• Justification Explain your reasons for undertaking this module
• Knowledge base Provide a list of key literature and resources
• Learning objectives Describe what you wish to achieve using 5 or 6 specific ‘knowledge & understanding’ and ‘skill’ outcomes
» what do you want to know, understand and / or be able to do, that you do not know / understand / cannot do, now?
• Methods Outline a proposed programme of study» how will you be taught? what learning activities will you undertake?» describe in terms of hours / topics and numbers / case mix» how do you want your progress / practice / development of competence to be monitored?
• Assessment Design your own assessment schedule» what evidence will you submit (and when) to demonstrate that you are making progress
(formative assessment)?» what evidence will you submit (and when) to demonstrate that you have achieved your
learning objectives (summative assessment)?
Assessment
• Students in a sub-group may all be undertaking the same assessment if the
learning outcomes are the same for all students; e.g. Breast ultrasound
• Assessment within a sub-group may be different if students are studying the
same ‘subject’ but in different clinical areas of practice e.g. Image-guided
interventional procedures
• Use of the School of Healthcare assessment tariff ensures that assessment
is equivalent across the module
Application Written work Performance audit Clinical Learning record
HyCoSy
1 x 1200 word case study; 3 x 400 case reports –
to include one patient complication and one unexpected result.
30 successful unassisted procedures
30 unassisted procedures; documentation,
report and follow up / reflection
US BreastFNA & NCB
2 x 1200 word case studies 1x FNA/ Cyst aspiration, 1x 14g NCB
30 FNA (70% adequate sampling);
30x 14g NCB (80% B2 or B5 result) - unassisted procedures
At least 30 Breast FNA, 15 Cyst aspirations &
30 14g NCB – unassisted procedures.
images / pathology reports
X-ray breastSNCB & HW
1 x 3000 word case study SNCB technique;
3 x 750 case reports –to include one patient complication, one
discrepant result, one hook-wire procedure.
30 unassisted SNCB – 80% B2 or B5 result;
10 successful hookwire (10mm threshold)
At least 30 unassisted SNCB; 10 unassisted hookwires
images / pathology reports
US MSKJoint injections
1 x 1200 word case study3 x 400 case reports
to include one patient complication; one unexpected result
30 unassisted proceduresOxford shoulder score audit
30 unassisted procedures; documentation, images patient questionnaires
Written work100% or 60% weighting
OSE40 % weighting
Clinical AssessmentPass / Fail
Clinical Learning recordPass / Fail
IGIP(FNIP – 15)
2 x 1200 word case studies X30 FNA
30x 14g NCBunassisted procedures
At least 30 Breast FNA, 15 Cyst aspirations
30 14g NCB- unassisted procedures
Obstetric(FNIP – 15)
1500 word case report 30 minutes2 clients
1 x less than 9 weeks gestation1 x 10-14+2 weeks
Minimum 150 casesinclude 50 dating and
50 early pregnancy complications
Vascular(FNIP – 15)
1500 work case report 30 minutes2 patients
1 x arterial 1 x venous study
Minimum 150 patients include arterial & venous studies
Breast(NIP - 30)
3000 word case study1500 word essay
30 minutes3 patients
3 different referral reasonto include 1 whole breast and axilla
Minimum 100 cases
How it works
• The negotiated aspects of the programme are not more than 50% of the
award
• Students without a previous PG imaging qualification need to do a
programme of study. This has a minimum of two compulsory modules
– Fundamentals of Science and Technology of Diagnostic Imaging
– Professional Issues in Diagnostic Imaging
• Students with a previous postgraduate (PG) imaging qualification can do
these modules for Continuing Professional Development (CPD)
Creativity and Innovation in learning and teaching
• Embeds the philosophy of student-led learning and teaching
• Empowers students to take responsibility for their own learning
• Enhanced integration of research and teaching
• Motivates students to succeed
Student Focussed Learning
• The flexibility of NIP/FNIP enables students to be self-directed learners
• Negotiate learning to enhance individual clinical skills requirements
• Experiential work-based learning enhanced by greater theoretical knowledge
• Innovative assessment : negotiated to ensure assesses the individual learning
outcomes including clinical competence
Problems (challenges) with NIP
• Co-ordination of information to students
• Timely administration of negotiated contract process
• Co-ordination of assessment
• Presentation of assessment results
• Transcripts
• Progression monitoring
•Multiple ‘versions’ of the module
•Duplication of learning
Outcomes
This innovative approach has allowed us to:-
• Achieve financial viability for specialist modules with low student numbers
• Maintain an excellent student experience at Leeds
• Be flexible and responsive to evolving clinical practice.
Feedback-March 2011
The MSc Diagnostic Imaging validation panel, including representatives from the Consortium for the Accreditation of Sonographic Education and the College of Radiographers, considered these modules to be excellent, innovative in postgraduate study and a model suitable for integrating research into learning and teaching.
‘‘…the Negotiated Learning modules, which were considered innovative and a model that could be extended to integrating research into learning and teaching’’
‘‘This was considered by the panel to be an excellent idea for postgraduate study. ’’
Student feedback
• ‘Experiential learning enabling linking theory to practice, multidisciplinary team work and communication enhancement’
• ‘Planning the workbased project very useful experience to structure ones own
learning’
• ‘Having the scope to do relevant work and change practice’
• ‘Interactive teaching sessions enabled students to glean different practices in
different departments and reflect on one’s own departmental processes’
Student feedback
‘Excellent module with good content and academic support. Would definitely
recommend this to future students’
‘Interactive discussions enabled different procedures, protocols and practices to be
explored’
‘I feel this has prepared me to perform a range of procedures with confidence and
additional knowledge to reflect on in reference to professional guidelines and role
extension’
BRAYE S., M. LEBACQ, F. MANN AND E. MIDWINTER. 2003. Learning and social work law: an enquiry based approach to
developing knowledge and skills. Soc Work Educ. 22 (5), pp. 479–492
GIBBS V. 2011. The development of an innovative approach to postgraduate ultrasound education: An evolving
process Radiography 17, 1, pp 28 - 32
HEALEY, M. 2005. Linking research and teaching to benefit student learning. Teaching in Higher Education.29 (2), pp.183-201
MARQUARDT M. 2004. Harnessing the power of action learning. Train Dev. pp. 26–32.
PALMER S. 2002. Enquiry based learning can maximise a student’s potential. Psychol Learn Teach. 2 (2), pp. 82–86.
PEDLER, M. 1997. Action learning in practice (3rd ed.). Gower Publishing, UK
PRICE B. 2001. Enquiry-based learning: an introductory guide. Nurs Stand. 15 (52), pp. 45–52.
REVANS R. 1980. Action learning: new techniques for action learning. Blond and Briggs, London.
STARK S. 2006. Using action learning for professional development. Educ Action Re.s 14 (1), pp. 23–43.
WHITE, S., A. IRONS. 2009. Relating Research and Teaching: Learning from Experiences and Beliefs. In:
TiCSE ’09, 6-9th July 2009, Paris. [online]. [Accessed 10th February 2011]. Available from World Wide Web:
http://eprints.ecs.soton.ac.uk/18205/
References