Tip:
Highlight text to annotate it
X
Because it's a large cohort and in some of our classes we have different cohorts in the
same group
I wanted the students to learn from each other and about each others future profession.
I asked the students to work in groups of four, and to work on a semester long case
study.
It was week two, like the first or second week and we went into class.
And what Roula wanted us to do was basically a short video.
Based on a case study, so, running through the prognosis, the diagnosis
treatment, possible outcomes of the disease.
I asked them to create two. One which would present the patient
and their signs and symptoms. And the second slow motion video
would focus on their methods of diagnosis, expected test results
methods of treatment, prognostic features, and to showcase
their future profession.
But we can put it in any creative medium we saw fit.
Being able to choose the medium for the video allowed us to be a little bit more creative
than usual.
It was very good, it was very innovative where they actually asked us to actually do something
that
we can think out of the box.
It was actually a really comfortable experience, because we were able to bring in different
learning styles.
So, some of us were a little bit more creative rather than better at our rote learning out
of textbooks.
We're able to use our strengths more to put theory and practice together.
It was really important, I think for me as well, to see that
you know, there are different types of learners.
Personally, I love the IT side of stuff so I got motivated by being able to just go on
the computer and just work at that.
It was really revealing to me, in a sense, that the students that
do really well at everything and excel at everything really thrived
with this project, but then there were students who don't do well academically and don't do
well with
those mid-semester tests, but absolutely thrive with the creative side of this project.
So it was different than looking at a piece of paper saying, okay they got a stomach ache,
but in this way we re-enacted a stomach ache.
So it sorta personalises each thing a bit more
and it gave you a different insight, a different view, from the patient's perspective.
The purpose of this study was to bring out the creative
students and let them perform well for a change.
Not only that, theres also the textbook side of it so say if somebody learns better from
reading and stuff like that, they can work on a script while somebody can
also taking that into account work on the video itself. You know, you can sorta incorporate
the different learning styles into one which works really well.
It wasn't all just about the video, like, we had to do the research beforehand and then
put it into a script
that had evidence to back it up. It gave everyone something to do.
We do online case study work, which I call, 'Problem Solving
Case Studies,' and they're actually inter-related with the
slow-mation videos. So whilst the students that work in groups
work on one case study, online they get to work
on each others case study. So they learn about everybody
elses patients as well.
At the end of the week or the presentation period. We could all go online and have a
look at our cohorts videos as well.
During our digital laboratory session
I've assigned demonstrators to the groups
Faith was actually chaperoning our group but Roula came around
as well and made sure we were all on track.
So we were specifically talking to each individual group, and they gave feedback
every week.
By doing that it gave us the ability to see where we were meant to be at.
So all of a sudden you see different ideas from different
people, different courses. So you kinda see where you're at in relation
to other groups, which worked well.
The other thing was, to make sure that I gave them the opportunity to learn from the first
one, the first
slow-mation video, so they could then improve on the second one.
So halfway through we
stopped our presentations and presented them to the class
and when we saw what other students had done we were so surprised.
So they get to see the other peoples work.
Rather than taking it as a negative thing it more, like,
pedalled us towards putting in a lot more effort.
They were able to learn from each other, and a lot of the groups improved with the second
one.
Which was due in week twelve.
So in our next presentation, because of that, we went off and worked with play dough.
Something that we wouldn't have done otherwise. It was very inspiring to go to the
mid-semester showing off everyone else's assignments.
I wanted to foster and to promote inter-professional learning. So I wanted the
students to learn from each other, and about each others future profession.
This project, it demonstrated the
depth of information that she wants us to know, and
that she wants us to be able to apply it.
Doing the online quizzes each week gives you a broad range of different diagnosis
and stuff, which is stuff that we'll walk into our clinics and we're gonna have to be
able to
recognize.You learn from the other cohorts because all of a sudden you're seeing
how they approach something. And then you see the stuff that they're going to do different
to us
and you can kinda integrate that into how we're going to practise later on in life.
So it allowed us to have
a different insight into what the different medical fields do, and how each
medical field addresses a different disease.
Because at the end of the day, what we want is to foster that
communication and collaboration between the
professions so that it improves patient health care
I mean that's the aim of it. They don't only have
a healthy respect for each other, but also for their professions.
There were situations where some students that
are very high performance who
did not enjoy the challenge of the project.
We tried to help them see the point of the project
especially via
the aspect of the inter-professional learning. Once that came into it
their attitude did change.
They felt a little bit more proud to showcase their video
when they were showcasing their future profession.
The students embraced the project.
It's a very fun way to learn.
And were able to explain and communicate aspects of pathology to an audience.
Being the creative people that we are - definitely -
it gave us the time to shine.
Everybody learns a different way, I think it's important for Roula as
a teacher to try different methods.
With this assignment I really learned more than how I usually just read from a book or
paper
or any presentation.
The teachers in class were great as well, they kept offering us advice. If we weren't
sure on something they'd always be there.
You can approach her with anything, she's accommodating, very friendly
which helps with learning.
I think she just really cares.
All of the knowledge that they presented was accurate, the content was accurate.
They showed good teamwork, they
showed creativity and
they were all the things that I wanted to see them achieve.
So they've all done very well, they've all done very well, with distinctions and high
distinctions.
We're enjoying what we're doing, I mean, how often do you get to make
a lego video for uni? That's pretty cool.